Merry Kidz Day Nursery Beswick

Inspection of Merry Kidz Day Nursery Beswick 131 Ashton Old Road, Manchester M12 6LE

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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 Not applicable

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The provision is good

Children are confident and happy in this safe and welcoming setting. They are eager to arrive, greeting staff with smiles before running to join in their friends play. Children are settled and they feel secure in the care of the nurturing staff. The curriculum has a clear focus on developing children's independence, their communication and physical skills in readiness for their next stage in learning. Staff speak to parents to find out about children's likes and dislikes. They are interested to learn of the experiences children have at home. This helps staff to plan play that will interest children. For example, they add toys they know children enjoy using to encourage them to participate in sensory activities. Children tentatively touch shaving foam. They laugh in delight as they clap their hands together and watch the white foam fly into the air. Children are absorbed in play. They concentrate well. Overall, they demonstrate good attitudes to learning.

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The provision is good

Staff have developed strong bonds with children and children are eager for staff to join them in their play. Interactions are effective in helping children to build their language and communication skills. Staff demonstrate new words; they give children time to listen and repeat. Children, including children who speak English as an additional language, make good progress in developing their speaking and listening skills. Staff are kind. They demonstrate good behaviour. For example, staff remind children to use walking feet inside. They encourage sharing of toys. Behaviour is generally good.

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need to do better?

n Managers and staff share a clear vision to support all children in making progress from their individual starting points. They work hard to offer a curriculum that builds children's confidence and independence. For example, staff are patient as they demonstrate how to unzip a coat. Children are delighted when they independently unzip their coat. They beam as they say 'I did it'. Children demonstrate pride as they learn new skills. They make good progress. n Managers have a robust recruitment and induction process. This helps to ensure that staff are safe, suitable and have appropriate knowledge to work with children. Staff receive ongoing support through supervision and appraisals. They say their well-being is supported and they are happy and motivated in their work. However, feedback to staff is not always effective in identifying individual improvements in teaching. This means staff are not always made aware of how

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need to do better?

to enhance their practice further. n The setting is working hard to establish itself in the local community. This has helped staff to develop strong partnership with parents. Parents comment on the resources they are offered to support children's learning at home. They describe the 'significant' progress their children make. Children benefit from consistency,

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need to do better?

14 January 2025 and they continue their learning at home. n Staff use their knowledge of children, along with observation and assessment, to plan children's learning. This is usually effective. However, sometimes plans are too generic. For example, staff plan learning to support children's independence, but they do not sharply focus on what individual children already know. As a result, some children repeat current skills rather than continually building on what they can already do. n Staff work hard to help children, especially those new to the setting, to learn the routine and rules. They use visual routines and regular reminders. Staff are quick to respond to any unwanted behaviour and children usually respond well. Children receive regular praise, such as 'good job' or 'well done'. However, these phrases do not help children to know the exact behaviour they are receiving the praise for. As a result, children do not always know the good behaviours they

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need to do better?

should repeat. n Children have good opportunities to practise and develop their physical skills. Staff plan outdoor experiences for children to run, climb and ride wheeled toys. Children have a tremendous time as they jump in and out of hoops. Staff plan this to help to develop children's balance, strength and co-ordination. Opportunities for children to develop their smaller muscles and manipulation are provided. For example, children squeeze and roll dough. Children make good progress with their physical development. n Additional training has been accessed by some staff to help them support children with special educational needs and/or disabilities (SEND). This helps staff to quickly identify gaps in learning. They act swiftly to offer support strategies and where appropriate make referrals for specialist advice. Close partnership working with parents and specialist services, help children, including

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need to do better?

those with SEND, to make good progress from their starting points.

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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 feedback to staff and precisely identify individual targets, to support ongoing improvements in the quality of teaching n sharply focus planning, so that teaching is tailored to individual children's needs to support their continual progress n help children to understand what they are receiving praise in order to help extend their understanding of good behaviour.

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Setting details

Unique reference number 2728326 Local authority Manchester Inspection number 10374391 Type of provision Childcare on non-domestic premises

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Registers

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

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inspection

Total number of places 65 Number of children on roll 20 Name of registered person Merry Kidz Childcare Limited

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reference number

Telephone number 01612239699 Date of previous inspection Not applicable

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Information about this early years setting

The setting registered in 2023 and is located in Beswick, Manchester. The nursery employs seven members of childcare staff, of whom one holds an appropriate early years qualification with Qualified Teacher Status, one at level 6 and 5 at level 3. The setting is open 8.00am to 6.00pm Monday to Friday, all year round, with the exception of bank holidays and Christmas. The setting provides funded early education for two-, three- and four-year-old children.

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Inspection activities

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 The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n Parents shared their views of the setting with the inspector. n The inspector carried out a joint observation of a group activity with the manager. n The manager showed the inspector documentation to demonstrate the suitability of staff. n The inspector viewed the provision and discussed the safety and suitability of the premises.

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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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