Manchester Settlement

Inspection of Manchester Settlement Manchester Settlement, 1328-1330 Ashton Old Road, MANCHESTER M11 1JG

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

The manager and staff have thought carefully about what children need to learn, to help prepare them for the next stage in their learning. They provide children with a wealth of experiences both inside and outside the nursery. For example, children enjoy trips to the local parks and libraries as they develop their understanding of the world around them. Additionally, the curriculum for literacy is well embedded. Children of all ages show a love of books, as they eagerly sit down to listen to stories. Pre-school children can confidently identify their own names. All children are making good progress and developing positive attitudes to learning.

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The provision is good

The warm and friendly staff have created an environment for children where they feel safe and secure. Familiar pieces of music are played to tell children when there is a change in the routine, such as tidy up time. This consistent routine helps children understand what is happening and what is coming next. Children display confidence and are building a strong sense of security. Staff have clear expectations for children's behaviour. Children are encouraged to use their 'listening ears' at group times and their 'kind hands' when playing with their friends. Generally children's behaviour is positive. Occasionally, staff do not consistently support children to understand how some of their actions impacts others.

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need to do better?

n Staff prioritise children's communication and language. They immerse children in stories and songs. Staff work closely with parents and implement strategies within the nursery to support children who speak English as an additional language. For example, when children say key words, staff help to extend their vocabulary by repeating the word back to them in simple sentences. Children are progressing in their early communication skills. n Children benefit form vast opportunities to develop their physical skills both indoors and outdoors. They squish play dough in their hands and thread pasta to increase their small motor movements. Staff help develop children's core strength as they independently walk across balancing apparatus. Children are developing increasing control in their physical movements. n The special educational needs coordinator has a wealth of knowledge to help give children the best start in their education. She regularly reviews children's

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need to do better?

targeted plans to help ensure children are making progress. Staff have attended additional special educational needs training. This helps them to be able to identify delays early in children's development and implement support swiftly. n Staff implement rules and boundaries for children. They encourage children to take turns and role model how to be kind to others. However, staff do not consistently support children to understand why these rules are in place. For example, when children run inside staff do not explain to children why they need

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need to do better?

15 May 2024 to stop. This does not consistently support children to understand how to manage their own behaviour. n Staff promote children's independence. They teach children how to put on their own coats and by pre-school most children can do this by themselves. Toddlers learn how to wash their own hands before mealtimes. At snack time, they demonstrate how they have learned to peel their fruit independently. Children are becoming increasingly confident in meeting their own personal needs. n The manager puts a high priority on supporting children's health and welfare. She works closely with outside agencies to ensure that all children in her care are registered with a dentist to support their oral health. Staff understand the importance of teaching children about online safety. They share topical story books which helps children identify possible dangers. For example, children explain how they must tell their parents if advertisements pop up on their

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need to do better?

electronic devices. n The manager goes above and beyond to ensure children transition into the nursery smoothly. Before children even start, parents are invited to stay-and-play sessions. This helps children familiarise themselves with the environment. Staff create a warm and friendly atmosphere. Children are provided with opportunities to make their own choices. This helps them develop a sense of belonging. n The manager aims to provide the best start in life for children. As a result, this has created a reflective team who continuously reflect on improvements and raise them with the management team. This helps continuously improve outcomes for children. For example, following staff identifying a potential risk for children, the management team swiftly provided information for parents about age-appropriate foods and how to prepare them.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n support staff to consistently help children understand why rules and expectations are in place and how their behaviour impacts others.

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Setting details

Unique reference number EY408887 Local authority Manchester Inspection number 10344196 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

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inspection

Total number of places 106 Number of children on roll 145 Name of registered person Manchester Settlement

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reference number

Telephone number 0161 974 1300 Date of previous inspection 29 May 2019

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Information about this early years setting

Manchester Settlement registered in 2010 located in Manchester. The nursery employs 16 members of childcare staff. Of these, 11 hold appropriate early years qualifications at level 3 or above and three hold level 2. The nursery opens from Monday to Friday term time only. Sessions are from 7.30am to 6pm. They nursery also runs a before and after school club. The nursery provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the nursery has received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the manager and has taken that into account in their evaluation of the nursery. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want their children to learn. n Children spoke to the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The special educational needs coordinator spoke to the inspector about how they support children with special educational needs and/or disabilities. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning.

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Inspection activities

n The inspector observed the interactions between staff and children. n The inspector carried out joint observations of group activities with the manager. n Parents shared their views of the setting with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

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Inspection activities

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Inspection activities

15 May 2024 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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