Setting EY551123

Report for childcare on domestic premises

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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 Good

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The provision is good

Staff provide good support for children's emotional well-being. They use picture cards to help children to describe their feelings. Staff provide a cosy draped area as a space where children can sit to be calm. Children demonstrate that they feel emotionally secure. They enter the setting happily and are pleased to see staff. Staff promote children's physical well-being effectively. Children play outdoors every day. They use resources, such as scooters and balance bicycles, to support their physical movement. Children squeeze sponges into spray bottles and catch and throw balls. Children enjoy being active and show good control of their bodies.

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The provision is good

Managers help staff to provide a curriculum that supports children to make good progress in their learning and development. They identify and respond to gaps in children's learning. For example, leaders have identified mathematics is an area where children do not make as much progress. Staff respond to this by planning targeted activities, such as encouraging children to count pom-poms and match colours. They support children to develop positive attitudes to their learning. Staff use story sacks, sensory play and real-life experiences, such as caring for a rabbit, to promote children's curiosity and inquisitiveness. Children are motivated and eager to learn.

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need to do better?

n Managers use training, supervision sessions and observations of staff to help them to reflect on their practice and improve their teaching skills. Staff use strategies they learn from training courses, such as encouraging children to lie on the floor and push themselves up to strengthen their arms muscles. Overall, children benefit from teaching experiences that develops their skills. n Staff provide effective support to children who speak English as an additional language. They speak to children in their first languages and then repeat the phrases in English. Staff use flashcards and action songs to build children's vocabulary and understanding. This helps children who speak English as an additional language to develop confidence in using both languages. n Staff prepare children well for their next stage of learning. They teach independence skills, such as encouraging children to put on their coats and

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need to do better?

select their own food and drink. Staff praise children and build their self-esteem. Children are confident and ready for school. n Managers support staff to implement an effective curriculum for communication and language. Staff talk to children about things they can see in story books, such as the whiskers on the cat. Children use their language to talk about healthy and unhealthy foods that they look at in books. Staff model speech by naming items and through singing songs. Children enjoy talking and become confident communicators.

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need to do better?

24 July 2025 n Children access a good range of resources and experiences and are engaged in their play. However, staff do not provide consistent opportunities for children to deepen their levels of understanding by experimenting with concepts they have been taught, such as by considering the organisation of the environment. This limits children's opportunities to consolidate their learning and apply what they know in new ways. n Staff implement an effective educational programme for personal, social and emotional development. They help children to build friendships and develop confidence through their play. Children form good relationships with their peers and show empathy for others. n Staff provide a secure curriculum to enhance children's physical development. They offer activities, such as threading pasta, clipping pegs and outdoor play with ladders and slides. Children develop strength in their hands and good fine

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need to do better?

motor skills. n Staff play alongside children and talk to them about what they are doing. However, they do not consistently adapt their teaching to fully extend children's knowledge and understanding. On these occasions, children do not benefit from responsive high-quality teaching. n Staff build good relationships with parents and carers. They share weekly newsletters, send home photos and respond to feedback gathered through questionnaires. Parents feel fully involved in their children's care and education. Children benefit from a consistent approach to meeting their needs.

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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 provide more opportunities to help children to consolidate their learning and apply their knowledge in different ways, such as by reviewing the organisation of the environment n support staff to adapt their teaching more consistently so that all children build on what they already know and can do.

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Setting details

Unique reference number EY551123 Local authority Salford Inspection number 10399194 Type of provision Childcare on domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 24 Number of children on roll 13

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reference number

Date of previous inspection 22 November 2019

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Information about this early years setting

Merlin Childcare registered in 2017 and is located in Salford. It operates from 9am until 3.30pm, Monday to Friday, for 42 weeks a year. The manager works with three staff and can draw on other staff as supply, if needed. Of the four staff, two staff hold appropriate early years qualifications at level 3 and one member of staff holds a qualification at level 2. The setting provides government funded childcare.

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Inspection activities

n The manager joined the inspector on a learning walk and talked to the inspector about the curriculum and what they want children to learn. n Children spoke with the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The inspector carried out a joint observation of an activity with the manager. n Parents shared their views of the setting with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff.

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Inspection activities

24 July 2025 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

24 July 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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