Fairfield Education & Childcare

Inspection of Fairfield Education & Childcare Fairfield Road Cp School, Grove Street, Droylsden, Manchester M43 6AF

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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

Leaders and staff create a warm, welcoming atmosphere for children and their families. This helps children feel calm, engaged and secure at this setting. They show this through their impressive levels of confidence and focus. Children happily greet visitors to the setting and offer them toys and eager conversation. Staff encourage children to show off their skills and learning. The children sing songs for visitors and giggle as they role play as teachers and test staff on their own knowledge of shapes and colours. Parents particularly appreciate this and feel the setting has become part of their own personal communities. Leaders recognise that working in partnership with parents helps to further secure children's progression and feelings of security.

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The provision is good

Staff place an important emphasis on outdoor play, which children look forward to each day. They talk excitedly to their friends about what they intend to play with. They race around on vehicles, collect leaves and sticks and make delicious meals in the play kitchen. Similarly, they enjoy making use of the large hall within the setting. Younger children work on new skills like running and strengthening their muscles. Older children play chasing games and show off their dance moves. Staff whole-heartedly join in with children's play, which only adds to their enjoyment. Staff praise children and acknowledge their successes, big and small. This enriches children's self-esteem and helps them to be confident explorers.

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need to do better?

n Leaders have adopted a culture of continuous learning for themselves and all staff, since their previous inspection. They are committed to fostering an environment of continuous professional development. They recognise that accessing training and building new skills serves to better the curriculum. This means children benefit from new teaching approaches, exciting activities and a staff team with a deeper understanding of how children learn. There have been vast improvements to the leadership and management of the setting, which benefits all children. n Staff deliver a sequenced curriculum, which builds on what children already know and can do. They thoughtfully consider children's next steps in development and weave tailored teaching for each child into planned activities. This helps children to make continuous progress and they quickly begin to meet their learning goals. This also encourages children's engagement and enjoyment.

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need to do better?

Children happily access the curriculum and have fun throughout their days at the setting. n Leaders place a strong focus on communication and language development for all children. Staff use simple, clear language, skilfully introducing new words into children's vocabulary. Children giggle and join in with familiar phrases as staff

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need to do better?

14 January 2025 read stories and sing songs with small groups. Older children repeat descriptive language and begin to incorporate new language in their independent imaginative play. This helps to support children on their journey to becoming confident communicators. n Staff make good use of routines and structure to help children settle quickly at the setting. Children know what to expect from their days. They recognise they need to tidy away the toys when a tambourine is shaken by staff. They anticipate their mealtimes and excitedly begin to wash their hands, before sitting at the table. This helps to promote children's independence and nurtures some of the skills that will support their future transition to primary school. n Leaders encourage staff to include aspects of literacy throughout all activities and routines. Even the youngest children begin to recognise their own names and point out the letters their names begin with. However, staff try to teach

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need to do better?

children the sounds these letters represent, but do so incorrectly. As a result, children develop misconceptions regarding the sounds that letters represent. n Children with special educational needs and/or disabilities are well supported. They experience a curriculum as ambitious and exciting as their peers. Consistent approaches and goals are clear for these children across the setting. This means children make impressive progress and quickly begin to meet their learning goals. n Children play cooperatively with one another. They share toys, take turns and use wonderful manners. They show high levels of concentration, including impressive focus from the youngest children. They show that they are challenged and excited by the activities on offer. Staff recognise that children learn in different ways. They adapt how activities are delivered to each individual child's learning style. The curriculum is ambitious and designed to promote every

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need to do better?

child's progression. Staff have high expectations and children meet these expectations.

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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 develop staff knowledge and understanding of how to support children's early reading skills effectively.

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Setting details

Unique reference number EY367513 Local authority Tameside Inspection number 10370311 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 32 Number of children on roll 14 Name of registered person Fairfield Education & Childcare Partnership

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reference number

Telephone number 01613701383 Date of previous inspection 10 September 2024

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Information about this early years setting

Fairfield Education & Childcare registered in 2008. The setting employs five members of childcare staff. Of these, one member of staff holds a qualification at level 6, three at level 4 and one at level 3. The setting opens from Monday to Friday, all year round. Pre-school sessions are from 9am until midday and from midday until 3pm, during school term times. The out-of-school club opens from 7.45am until 8.50am and 3.15pm until 5.30pm during school term times, and from 7.45am until 5.30pm during the school holidays. The setting provides funded early education places.

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Inspection activities

n The managers and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector observed the interactions between staff and the children. n Parents shared their views of the setting with the inspector. n A manager and the inspector carried out a joint observation of a communication and language activity. n Documentation evidencing the suitability of staff was scrutinised by the inspector.

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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

14 January 2025 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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