Christie Day Nursery

Inspection of Christie Day Nursery 63-65 Palatine Road, Manchester M20 3LJ

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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

Children receive a warm welcome from nurturing staff in this bright and busy nursery. They arrive eager to talk to staff and find out what fun activities they will be doing each day. Children enjoy learning through exploration. For example, they push trucks through shaving foam, fascinated by the marks they make on the floor. Children laugh with staff as they clap, sending the foam in all directions. In the baby room, staff encourage children to throw soft balls and then toddle away to find them again. Staff praise children's creativity as they they create crowns from flowers and feathers and dress up as royalty. This engaging practice motivates children to learn.

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The provision is good

All children make good progress through the curriculum. Leaders and staff are passionate about ensuring that the nursery is inclusive and children feel part of the community. Staff have high expectations of children's behaviour. They praise positive behaviour and help children to understand the effects their actions can have on others. Children show they feel safe and secure in this nursery. They demonstrate high levels of confidence and are eager to talk to new people. Children form strong attachments to staff members and seek them out for cuddles and reassurance and to share their achievements.

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need to do better?

n Staff deliver a curriculum rich in opportunities to develop children's speech and language. They ask thought-provoking questions based on the books they read. Staff leave plenty of time for children to think and form their answers. They teach children a wide range of nursery rhymes and encourage them to form sentences. Staff model the use of a wide vocabulary and use a good standard of English. As a result, children are able to communicate and express themselves effectively. n There is an effective key-person system in place. Each staff member knows their key children well. They use this knowledge to plan engaging learning opportunities that meet children's interests. Key persons communicate regularly with parents and carers about their children's overall well-being, learning and development. This ensures that children's changing needs are met. n Staff provide ample opportunities for children to learn to be responsible for their

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need to do better?

own needs. At mealtimes, children serve their own vegetables and drinks. Staff support children to gradually learn personal care skills, such as washing their hands and toileting. At the sound of a tambourine, children know they need to tidy up their toys. This practice supports children to develop their independence skills. n Staff help children to feel secure during big changes. Settling-in sessions are flexible and supportive of children's individual needs. When children are ready to

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need to do better?

7 August 2025 move to new rooms, staff support this by sharing information and gradually extending visits. Children are well prepared to begin school. For example, they visit their new classroom with their friends. As a result, children feel confident as they move on to the next stage of their learning. n Staff teach children about different aspects of healthy lifestyles. They read engagingly about a princess who learns to like peas. Children later talk to their friends about healthy vegetables. Staff show children how to brush their teeth during daily circle times. These learning opportunities help children to understand how to make healthy choices. n Leaders adopt a collaborative approach to how they manage staff. They listen to the opinions of staff on what is working well in each room. However, leaders do not consistently focus their support for staff on enhancing their practice while teaching the curriculum. For example, they do not support staff to deliver

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need to do better?

planned learning opportunities that are sharply focused on what they intend children to learn. This means that, at times, some activities do not target what individual children need to learn next. n Staff promote children's positive behaviour. Children show a good understanding of the rules and try hard to be kind and share. However, staff do not always manage times of transition in the daily routine effectively. For example, they do not ensure that children are engaged in purposeful activity and know what is expected of them. Occasionally, this leads to children displaying unwanted behaviour.

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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 the use of observations and supervision sessions so that all staff receive the targeted coaching and mentoring they need to develop their practice to a consistently high level n support staff to plan and organise transitions in daily routines more effectively, to ensure that children understand expectations and remain focused and engaged.

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Setting details

Unique reference number EY394022 Local authority Manchester Inspection number 10398189 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 54 Number of children on roll 70 Name of registered person The Christie NHS Foundation Trust

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reference number

Telephone number 0161 918 7550 Date of previous inspection 8 October 2019

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Information about this early years setting

Christie Day Nursery registered in 2009 and is located in Manchester. The nursery employs 22 members of childcare staff. Of these, two staff hold qualifications at level 5, two hold qualifications at level 4, 15 hold qualifications at level 3 and two hold qualifications at level 2. The nursery opens all year round, Monday to Friday, from 7.30am until 6pm. It provides government funded childcare.

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Inspection activities

n The manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n Children told the inspector about their friends and what they like to do when they are at nursery. 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 manager and the inspector carried out a joint observation during a creative activity. n The inspector spoke to several parents during the inspection and took account of their views. n The manager provided the inspector with a sample of key documentation on 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

7 August 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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