Noddy's Private Day Nursery

Inspection of Noddy's Private Day Nursery 111 Firbank Road, Newall Green, Wythenshawe, Manchester M23 2ZN

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Overall effectiveness Requires improvement

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

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The provision requires improvement

The setting's curriculum is not clear. Leaders do not ensure that all staff understand what they want the children to learn. Staff plan activities which are topic based, such as healthy eating, and children enjoy taking part. However, staff do not plan or deliver them in a way that builds on what all children know and can do, including those with special educational needs and/or disabilities (SEND). This does not support children to make consistently good progress.

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The provision requires improvement

Children settle well on arrival. They separate from parents and carers and are pleased to see their key person and their peers. Staff are caring and children enjoy attending the setting. While children have positive relationships with their key person, staff do not know enough about what children have learned prior to starting at the nursery, to securely plan for and consistently support their next steps.

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The provision requires improvement

Staff are good role models for children's behaviour. Children are encouraged to use good manners and to take turns with resources. As a result, children are beginning to learn to manage their own conflicts and show care and concern for each other. Children enjoy group time. They look forward to seeing who has been chosen to be the 'special helper'. Children learn the days of the week and discuss the weather.

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need to do better?

n The curriculum is not sequenced consistently well, to help build on all children's capabilities. At times, there is too much focus on what children enjoy rather than what they need to learn and in what order. This limits the progress that children can make. n Children form close relationships with their key person and parents praise staff for the genuine care they show to children. Staff comfort children and offer them reassuring warmth and affection. Babies follow a routine with plenty of time for rest and sleep when needed. This helps children to feel safe and secure in the setting. n The support for children with SEND is not good enough. The setting does not act swiftly enough when children are identified as needing additional support. The delayed action for children with SEND does not help to narrow gaps in their learning and development. n The curriculum provides opportunities for children to learn about nature and

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need to do better?

living things. Children use their imagination well as they play with plastic minibeasts. They enjoy exploring the different 'bugs' using magnifying glasses. This helps to support children's understanding of the world around them. n Staff provide children with plenty of opportunities to play outside and develop their physical skills. The children have good spacial awareness when moving

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need to do better?

11 June 2024 around the outdoors. They enjoy having breakfast outdoors. Their health and well-being are suitably supported. n Children are encouraged to be independent. They confidently help to self-serve their lunch. Younger children feed themselves at mealtimes and develop good physical skills. Lunch is a positive social occasion and staff act as positive role models as they enjoy lunch with the children. This encourages children to eat a range of nutritious meals provided. n Staff plan activities that children can play together. Children enjoy exploring the play dough, adding glitter to make it 'sparkly'. Children support each other in their play and they learn to share resources. This helps children to build positive relationships. n Recruitment and induction procedures are robust and help to ensure that all staff working with the children are deemed suitable to do so. Staff attend mandatory and specific training to further their professional development. Staff

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need to do better?

well-being is given high priority and staff report they are happy and committed to the setting. n All staff have a robust understanding of safeguarding and child protection. The premises are clean, safe and secure and staff implement effective hygiene procedures. Children are supported well during toilet training. This further ensures children's safety and well-being.

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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 plan a curriculum that builds on what children know and can do, to support all children to make good progress n take swift action to support children with SEND even further, to help them make the best progress they are capable of and to narrow gaps in learning where possible.

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Setting details

Unique reference number EY429630 Local authority Manchester Inspection number 10347036 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 28 Number of children on roll 41 Name of registered person Murphy, Laura Jane

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reference number

Telephone number 0161 9029184 Date of previous inspection 1 August 2018

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Information about this early years setting

Noddy's Private Day Nursery registered in 2011. The nursery employs nine members of staff. Of these, six members of staff hold an appropriate early years qualification at level 3 and one at level 2. Two members of staff are unqualified. The nursery opens Monday to Friday, all year round, except for bank holidays and one week at Christmas. Sessions are Monday and Friday, 8am until 4pm, Tuesday, Wednesday and Thursday 8am until 5.30pm. The nursery provides funded early years education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the setting 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 setting. n The manager and the inspector completed a learning walk to gain an overview of how the curriculum is organised. n The manager held a meeting with the inspector. The inspector looked at relevant documentation and discussed the leadership and management of the setting. n The inspector spoke to parents and took account of their views during the inspection. n The inspector spoke to children at appropriate times throughout the inspection. n The manager completed a joint observation with the inspector to evaluate the quality of teaching. n The inspector observed the quality of education and assessed the impact this has on children's learning.

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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

11 June 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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