Habonim Nursery

Inspection of Habonim Nursery 11 Upper Park Road, Salford, Lancashire M7 4HY

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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 Outstanding

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The provision is good

Children thrive in this warm and nurturing environment. They arrive at the nursery with enthusiasm and a readiness to learn. Children display positive attitudes and eagerly explore the environment. Staff's interactions are of high quality, fostering strong relationships with children. Children confidently talk about their home experiences, such as recent holidays, and listen respectfully to others. This approach nurtures children's self-esteem and is supported by staff's sound judgement. Children's behaviour is good.

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The provision is good

Leaders and staff deliver a well-sequenced and ambitious curriculum that supports children to make strong progress across all areas of learning. They plan activities that reflect children's interests and developmental stages. Staff make effective use of resources to build on what children know and can do. They adapt teaching to meet a wide range of needs, including for children with special educational needs and/or disabilities. Staff provide sensitive support to promote inclusion and participation. Accordingly, all children achieve well and develop skills to support the next stage in their learning and, when the time comes, be ready for school.

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need to do better?

n Physical development is a strength of the nursery. For example, babies are supported to explore age-appropriate equipment placed around the room, such as small climbing frames and tunnels. This helps to encourage the development of core skills and balance. Older children spend extended periods engaged in creative activities, demonstrating high levels of concentration as they mix paints and use a range of mark-making tools to develop their hand muscles and hand- eye coordination. This supports children to develop skills for early writing. n Staff encourage children to be responsible for their own self-care, such as toileting and handwashing. Children hang their belongings on their pegs. They develop a sense of responsibility as they are given roles such as lunch monitors, handing out cups and plates. Additionally, children demonstrate resilience as they are supported to put on their outdoor clothes in preparation for outdoor

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need to do better?

play. These experiences promote children's personal development and confidence. n Staff support children to learn about the world beyond their own community by using a range of teaching strategies. For example, as children discuss the shapes of different coins, staff introduce various currencies linked to children's recent holidays and engage them in discussions about other countries. Furthermore, the diverse staff team supports children to understand similarities and differences as they take part in celebrations such as Rosh Hashanah and Diwali and learn about various faiths. Children develop a secure understanding of the world.

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need to do better?

16 September 2025 n Leadership and management are strong, demonstrating a clear and shared commitment to continuous improvement. Staff feel well supported through regular supervisions, coaching and targeted professional development. Morale is high, and staff feel valued in their roles. As a result, the quality of education is consistently good, leading to positive outcomes for children. n Parents are highly positive about the nursery. They value its focus on independence, school readiness and inclusion, and they report strong progress in children's speech and physical development. Staff are praised for knowing each child well, and home learning support is appreciated. Parents feel the nursery prepares children well for life and school. n Overall, the curriculum for communication and language is very good. Children are supported to become confident communicators. For example, when young children mispronounce words, staff ensure they hear the correct pronunciation

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need to do better?

by repeating it back. Furthermore, older children confidently use words such as 'stethoscope' as they tell visitors they are listening to hearts going 'thump- thump'. However, at times, staff do not recognise when increasing noise levels affect what children can hear. Consequently, at these times, this does not fully support children's listening and attention skills. n Staff make high-quality interactions to promote learning, particularly during free play and small-group activities. However, during large-group activities, such as story time and focused tasks, some staff do not consistently adapt their teaching to ensure all children remain fully engaged. At these times, children become distracted and do not benefit fully from the intended learning.

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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 support staff to recognise the impact of noise levels on children's ability to fully engage in their learning n ensure large-group activities are organised to to enable all children to fully participate and benefit from the quality of education available.

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Setting details

Unique reference number 307458 Local authority Salford Inspection number 10399922 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 33 Number of children on roll 42 Name of registered person Lee, Adreene Rayne

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reference number

Telephone number 0161 740 3826 Date of previous inspection 20 December 2019

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Information about this early years setting

Habonim Nursery registered in 1994 and is situated in Salford, Greater Manchester. The nursery employs 16 members of staff, including the proprietor. Of these, two hold an appropriate qualification at level 5, nine hold an early years qualification at level 2 or above and two are unqualified. The nursery opens from Monday to Friday, all year round. Sessions are from 8am to 6pm on Monday to Thursday and from 8am to 3pm on Friday. The nursery provides government funded early education.

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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 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 and manager carried out a joint observation. n Parents shared their views with the inspector and their views were taken into account. n The inspector spoke to children and staff at appropriate times during the inspection. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

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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

16 September 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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