Knutsford Day Nursery Ltd

Inspection of Knutsford Day Nursery Ltd The Old Library, Brook Street, KNUTSFORD, Cheshire WA16 8BN

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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 Inadequate

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The provision is good

This is a safe and welcoming setting. Notably, children thrive in their emotional and social development. Children are happy and are often heard giggling and laughing as they enthusiastically play. Children make firm friendships with each other. Parents say that their children often talk about 'special nursery friends' at home, illustrating children's enjoyment during their time spent in the nursery. Children often invite friends to join in their games. They share toys and work through problems, showing respect and tolerance. Staff teach children about empathy and kindness. For instance, staff read books about emotions and talk to children about feelings. A nursery bear is used to reinforce emotional well-being as children build positive attachments. Children are happy and behave very well.

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The provision is good

Older children know how to join in conversations. They speak clearly and use well- structured sentences. Children respond with insightful and interesting opinions and ideas as they engage in two-way discussions. For instance, at a 'talk and draw' table, children draw their much-loved family members and discuss their familiar home life. Staff weave conversation and discussion into all aspects of play, and children become confident communicators. There are simple adaptations throughout the nursery to enable children to thrive in all stages of their learning. Babies enjoy a highly enabling environment. For instance, all toys are easily accessible for those youngest children who are not yet confident to move.

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The provision is good

Children show a love for books. They hunt for their favourite stories from a wide selection on offer. Children handle books and turn pages with confidence. They look closely and carefully at illustrations and point to pictures to label what they see. Children giggle as they lift flaps in interactive books and shout what they find underneath. Furthermore, children are encouraged to take books home from a nursery lending library and continue to develop their good literacy skills. Staff lead interesting activities outside. For instance, children enjoy holding hands and playing a team game in the outdoor garden. Each week a visiting football teacher helps to enhance children's opportunities to be physically active. Children benefit from fresh air and exercise every day, contributing to their good health.

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need to do better?

n Managers have worked at pace and with dedication to address weaknesses raised at the last inspection. There has been a truly collective approach to change, and all staff members have been involved in decisions about improvement. This team effort has resulted in change being well understood and thus embedded quickly. Changes have significantly improved the quality of the provision. n Staff attend extensive amounts of training to build their skills and knowledge.

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need to do better?

4 December 2024 Training plans are based on staff's individual learning needs, and there is a tremendous focus on professional development. Recent abundant training has had a significant impact on staff morale, confidence and daily practice. n Staff knowledge of their safeguarding responsibilities is secure, including wider safeguarding areas such as whistle-blowing and allegations. Safeguarding is given high priority. To illustrate, staff attend both online and in-person training on this important topic to fully consolidate their knowledge. Managers monitor staff's safeguarding skills through daily spot check quizzes and written questionnaires. Safeguarding is at the fore of staff practice, and children play and learn in a safe space. n Managers have completely redesigned and simplified the curriculum. Systems for assessment and planning have also been successfully streamlined. The curriculum is designed with an underpinning vision that children are 'happy, safe

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need to do better?

and making progress'. Staff understand this vision and implement the new curriculum with enthusiasm because they recognise the benefits it offers. Staff understand what children know and need to learn next. The curriculum is well- sequenced, broad and balanced. n Children enjoy a nutritious and varied menu. They have good appetites and often ask for more, illustrating their positive attitude to healthy eating. Mealtimes are a social occasion, and children sit together and enjoy the company of their peers, establishing social awareness and strengthening friendships. Staff understand children's different dietary needs and carefully monitor this during food service. For instance, they attentively sit nearby those children with individual meal plans to help to keep them safe when eating. n Managers work closely with parents and have fostered positive relationships with home. They value parental comments and feedback and implement these views

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need to do better?

into the setting action plan. Systems to seek and act upon both compliments and complaints are established and effective. n Children enjoy close and trusting relationships with warm and affectionate staff. Staff care deeply for children's emotional and physical welfare. They soothe babies to sleep when tired and change nappies in a gentle and caring way. Intimate care routines, such as nappy changes, are completed timely with a respectful and considerate approach. n Managers meet with staff, creating an opportunity for professional coaching and monitoring. During these supervision meetings, they discuss key issues and aspirations for training and development. Staff comment that they feel valued and enjoy working at the nursery. This job satisfaction creates a staff team who are motivated and strive to do their best. However, managers do not often observe staff and provide regular feedback on their daily practice to help them

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need to do better?

to improve their day-to-day teaching. n Staff plan activities that interest, engage and challenge children. Children complete difficult jigsaws and confidently solve tough problems, showing impressive concentration and resilience. Staff have high expectations of children and frequently challenge them to extend skills. However, sometimes, children's mistakes are not quickly corrected to ensure misconceptions are addressed. For instance, when children incorrectly name triangle and circle shapes, this is not quickly addressed to support accurate knowledge development.

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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 strengthen systems to observe staff and provide regular feedback on their daily practice to create a culture reflection and continual improvement n ensure that children's misconceptions are quickly corrected to help to support their correct and accurate knowledge development.

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Setting details

Unique reference number EY315231 Local authority Cheshire East Inspection number 10366414 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 64 Number of children on roll 55 Name of registered person Knutsford Day Nursery Limited

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reference number

Telephone number 01565 653147 Date of previous inspection 1 July 2024

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Information about this early years setting

Knutsford Day Nursery Ltd registered in 2005. The nursery opens five days a week, from 7.30am until 7pm, all year round, except for bank holidays and one week at Christmas. There are currently 14 staff working directly with children, 11 of whom hold an appropriate early years qualification. The nursery provides funded early education to all eligible children.

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Inspection activities

n The manager and deputy manager joined the inspector on a learning walk. They talked to the inspector about how they design the curriculum and arrange the environment to support children's learning. n The inspector spoke with staff, children and parents at appropriate times during the inspection and considered their comments and views. n The inspector carried out a joint observation with the deputy manager. n The inspector observed interactions between staff and children and evaluated the impact of teaching on children's progress and development. n Managers and the inspector met to discuss the leadership of the setting. n The inspector sampled a range of documentation provided upon request.

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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

4 December 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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