Torkington Childcare

Inspection of Torkington Childcare Annex Building - Torkington Primary School, Torkington Road, Stockport SK7 6NR

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Overall effectiveness Inadequate

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Inadequate Overall effectiveness at previous inspection Not applicable

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The provision is inadequate

Staff carry out risk assessments to check that the environment is safe and secure. They sign in visitors and ensure the external perimeter of the setting is secure. However, arrangements for checking children are inside or where they should be are not effective, and, as such, children's well-being is compromised. Hygiene practices are not consistently implemented by staff, meaning that children receive mixed messages about handwashing and personal care. In addition, cleaning and food hygiene practices at snack times are not always followed. For example, surfaces are not wiped down before serving snacks.

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The provision is inadequate

Staff know the children extremely well and talk confidently about their needs and interests. As a result, children are happy and have formed good relationships with their key person. Staff offer children opportunities to make choices and develop their independence, for example by pouring their own paint. Children are each given a tray and excitedly squeeze paint into the trays ready to create their artwork. Children have the opportunity to explore the woods and local surroundings. They observe lambing in the neighbouring fields, which prompts conversations about life cycles and promotes language in younger children.

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The provision is inadequate

The staff's use of golden rules and boundaries helps children to learn what is expected of them. Staff encourage children to share and take turns. They explain how other children may be feeling when they are hurt or sad. This helps children to develop an understanding of emotions and how their actions can affect others.

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need to do better?

n The provider demonstrates an understanding of her role in the organisation of the premises and deployment of staff. However, this is not always effective in practice, for example during transition times when children are moving from indoors or outdoors or when preparing for snack. As a consequence, children's safety and well-being cannot always be assured. n Staff sometimes remind children to blow their nose and wash their hands after using the toilet. However, this is inconsistent. Staff do not always model good hygiene practices to children or consistently support them to manage their personal care needs. As such, children's health and hygiene practices are not always promoted effectively. n Staff promote healthy eating and share information about healthy lunch boxes. They are trained in food hygiene practices. However, staff do not consistently implement effective cleaning and hygiene practices when preparing and serving

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need to do better?

snacks and meals. For example, surfaces are not always wiped down before serving food. Consequently, food preparation and serving areas are not always hygienic.

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need to do better?

13 May 2025 n Leaders base their curriculum on the children's interests. They plan activities based on themes, for example 'spring', and identify the learning opportunities they want children to gain during that term. However, the opportunities offered do not always reflect the intent or the identified next steps in learning. As such, children do not consistently make the intended progress in their learning. n Children follow routines, which helps them to learn what is coming next. However, transition times, such as snack times, can be chaotic, with younger children often left waiting for the older children to sit down. This can lead children to become restless. n Staff promote routines and boundaries to help children learn what is expected of them. However, some routines do not promote consistency for children's play. For example, when children are just becoming engrossed in learning, they need to stop and tidy up for snack. This can sometimes prevent children from playing

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need to do better?

and learning effectively. n Staff know their key children extremely well and support their individual needs. They work with parents and other professionals to implement plans and routines that support children's individual needs. As such, children feel confident to explore new situations and people, knowing that their key person is close to hand. n Parents are happy with the care their children receive. They are kept informed about their child's learning and next steps. Parents receive information on how they can help support learning at home, particularly when preparing their child for transition to school. Leaders and staff offer information about what to pack in healthy lunches and how to cut fruit to reduce the risk of choking. This means parents feel involved in their child's learning and know how to support their next steps. n Supervisions and appraisals are completed regularly. Staff also benefit from peer

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need to do better?

observations where they can celebrate their successes and identify each other's areas for improvement. Staff access mandatory training, such as safeguarding and paediatric first aid. As part of their supervisions, they are signposted to additional training that supports their professional development.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

There is not an open and positive culture around safeguarding that puts children's interests first.

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Due date

13 May 2025 ensure staff deployment is effective and that all staff consistently implement appropriate procedures to keep children safe and support their well-being 13/06/2025

p.3

Due date

ensure staff promote good hygiene practices by teaching children the skills they need to manage their own personal care needs, including handwashing 13/06/2025

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Due date

ensure good hygiene practices are implemented and maintained, particularly when preparing food areas for meal and snack times. 13/06/2025

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should:

n review the curriculum implementation and intent to ensure that learning opportunities are meaningful and help children to make progress in their learning n review and improve transition times to ensure that they run more smoothly and waiting times are minimised n develop the organisation of routines to reduce the impact on children's learning.

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Setting details

Unique reference number 2742164 Local authority Stockport Inspection number 10397799 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 20 Number of children on roll 27 Name of registered person Torkington Childcare partnership

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reference number

Telephone number 07450942911 Date of previous inspection Not applicable

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Information about this early years setting

Torkington Childcare registered in 2023 and is located in Stockport, Greater Manchester. The setting operates between 7.30am and 5.30pm, Monday to Friday, all year round. The setting employs seven members of staff. Of these, three hold an early years qualification at level 3 and one holds a qualification at level 6.

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Inspection activities

n We carried out this inspection as a result of a risk assessment, following information we received about the provider. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the 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 The inspector spoke to several parents during the inspection and took account of their views.

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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

13 May 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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