Manor Wood Children's Centre

Inspection of Manor Wood Children's Centre Manor Wood Primary School, Carr Manor Road, Leeds, West Yorkshire LS17 5DJ

p.1

Overall effectiveness Outstanding

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

p.1

The provision is outstanding

Children thrive in this nursery, where they are highly respected as competent, capable learners. Staff's expectations are consistently high. The ambitious, child- centred curriculum is securely embedded and supports every child to flourish. Staff working with babies focus on developing their language and forming secure relationships. They encourage babies' exploratory skills and resilience. When children reach the age of two, staff strive to support their independent play skills, curiosity and motivation to learn. Staff in the nursery prioritise a high-quality learning environment as part of the curriculum. Children are consistently absorbed in inspiring activities and experiences. Their incredibly positive attitudes to learning contribute to their high achievements.

p.2

The provision is outstanding

There is a strong focus on community. Staff get to know children and their families well. They have in-depth knowledge about children's routines, preferences and experiences outside of nursery. This helps them to meet children's individual needs and assure their happiness and safety. Partnerships with parents, other professionals and the on-site school are particularly effective. There is a holistic approach, which helps to ensure that every aspect of children's care, learning and development is supported as well as possible. Leaders faced the challenges of the COVID-19 pandemic with determination to maintain support for children. For example, they made garden visits to families and continued working together with other professionals to get families any help that they needed. This helped to ensure that there was minimal impact on children's learning, development and well-being.

p.2

need to do better?

n The strong leadership team has a clear vision that puts children at the heart of everything it does. Its commitment to reviewing practice and staff's development leads to further strengthening of practice. For example, staff's confidence in teaching mathematics has grown following training and mentoring. Children show an increasing awareness of numbers and their values, and use mathematical language frequently during their play. Across all areas of learning, many children achieve beyond the typical expectations for their age. n Teaching is consistently strong. Staff's in-depth knowledge of individual children's needs, and of how to deliver an effective curriculum, helps to turn every experience into a learning opportunity. They embrace children's ideas and weave them into play. They know when to give children prompts and suggestions to shape their learning, and when to allow them to develop their ideas independently. Children lead their own learning and set themselves

p.2

need to do better?

challenges. For example, they add more difficult obstacles to the course they build in the garden. They focus on tasks and are keen to learn and discover more.

p.2

need to do better?

13 August 2024 n The curriculum is progressive. Staff plan carefully to build up skills and knowledge during adult-led activities. For example, children enjoy working on 'projects' based on their ideas and interests. They build a 'monster' from boxes and create a story of their own around him. Each time they come together, staff encourage children to add a new part to the story, teaching them new words and encouraging their imagination. They support children to recap what they have learned, and children's prior knowledge is evident. Children remember their learning and build on it very successfully. n Staff support children to understand and manage their feelings. For example, when some children feel overwhelmed during an activity, staff talk to them and reassure them. They teach them words to describe how they feel. Children are able to articulate their emotions, allowing staff to support them appropriately.

p.2

need to do better?

This contributes to children's positive behaviours and relationships. They learn to negotiate, work collaboratively and are helpful. For example, they bring along a box to help a friend to get down when climbing. n Parents speak of positive relationships with familiar key staff. They welcome detailed information about their children's learning, and ideas from staff about how to support this further at home. These partnerships contribute to the rapid progress that children make. Alongside this, leaders have established a network of support with other professionals. This helps to ensure that any additional help or support that children and families need can be sought swiftly. For example, children have faster access to speech therapy services due to partnerships with the on-site school.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

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

p.3

Setting details

Unique reference number EY537216 Local authority Leeds Inspection number 10346900 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

p.4

inspection

Total number of places 66 Number of children on roll 96 Name of registered person Manor Wood Primary School Governing Body

p.4

reference number

Telephone number 01132693515 Date of previous inspection 20 August 2018

p.4

Information about this early years setting

Manor Wood Children's Centre registered in 2016. It is a school-based provision located within Manor Wood Primary School. The nursery follows the Reggio Emilia approach to early education. It employs 22 members of childcare staff. Of these, 14 hold appropriate early years qualifications at level 3 or above, including two who hold qualified teacher status. Opening hours are from 8am until 6pm, Monday to Friday, for 51 weeks of the year. The nursery provides funded early education for two- and three-year-old children.

p.4

Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The manager showed the inspector around the premises and talked about the curriculum and the way the provision is organised. n The inspector observed interactions between staff and children. She observed staff's teaching and assessed its impact on children's learning. n The manager and inspector observed and evaluated an activity together. n The leadership team met with the inspector to discuss leadership and management matters. The inspector looked at relevant documents provided by leaders. n The inspector spoke to staff and children at appropriate times during the inspection. She also spoke to a number of parents and took account of their views.

p.5

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.

p.5

Inspection activities

13 August 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6