Milnrow pre-school CIC

Inspection of Milnrow pre-school CIC Milnrow Pre School, Charles Lane, Milnrow, Rochdale OL16 3NZ

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Overall effectiveness Inadequate

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

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The provision is inadequate

Weaknesses in leadership and management compromise children's safety and well- being. Leaders' oversight is ineffective, and they lack a secure understanding of their roles and responsibilities under the early years statutory requirements. For example, risk assessments are inadequate. Staff fail to identify and address hazards, such as wet outdoor equipment. During the inspection, children slipped and fell while using equipment that had not been checked. This lack of effective oversight means that children's welfare and safety are not adequately ensured.

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The provision is inadequate

The quality of education is poor. Leaders have not ensured the curriculum meets the needs of all children, including those with special educational needs and/or disabilities (SEND). Staff do not use their knowledge of children to plan or adapt learning. For example, children often play with materials, like construction toys and small-world figures, without meaningful interaction or challenge. Furthermore, leaders do not address weak teaching quickly enough. As a result, children do not make the progress they should.

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The provision is inadequate

Despite the weaknesses, staff welcome children warmly into the nursery. Overall, children arrive happy and smile, when greeted by staff and their friends. Children settle quickly and explore the environment. Children demonstrate a sense of belonging and, in the main, behave well.

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need to do better?

n Leadership and management are inadequate. The provider has failed to notify Ofsted of a significant incident. In addition, recruitment procedures lack rigour. Leaders have not completed all necessary vetting checks, including Disclosure and Barring Service (DBS) checks, which means they cannot be confident that all staff are safe and suitable to work with children. These breaches of statutory requirements place children at significant risk. n Leaders and managers do not ensure the safe use of mobile phones and cameras at the setting. They do not inform visitors of the setting's policies and procedures in this regard, to ensure children's safety. n The arrangements in place to support children with SEND are not sufficient. Although leaders identify children's needs early and refers concerns to appropriate agencies, staff do not consistently support children with SEND to meet their needs and support their learning. Children with SEND are often left to

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need to do better?

their own devices and spend long periods of time alone. When staff do engage, they often pick up children and carry them. There is no clear learning to meet their individual needs. This impacts on the progress children with SEND make. n The provider's curriculum is weak and poorly sequenced. Learning opportunities do not consider children's individual learning needs or next steps, limiting their

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need to do better?

15 September 2025 progress. Staff do not effectively extend learning or offer activities that motivate children. For example, when children try to move resources to different areas, staff immediately say no. This leads to disengagement and negative attitudes towards learning. n Staff do not consistently support children's communication and language development. While stories and songs are used, and the curriculum focuses on communication, not all staff implement this effectively. They often fail to introduce key vocabulary or provide high-quality interactions, limiting children's learning. For example, when children become upset, staff say, 'I know, I know,' rather than encouraging them to explain how they feel. Additionally, although resources such as visual aids are available, staff do not use these strategies to support children's communication and language development. n Children show some independence, such as registering themselves and putting

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need to do better?

their coats on the peg. However, staff do not consistently promote good hygiene. They often wipe children's noses without encouraging self-care and fail to wash their hands or support children to do so. This limits children's understanding of healthy habits. n Partnership with parents is variable. While daily handovers take place, many parents are not consistently informed about learning targets or given strategies to support learning at home. This limits continuity between home and setting. Although staff recognise the importance of parental involvement, communication and shared planning are not yet effective or embedded, reducing the impact on children's learning.

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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.

p.3

Due date

ensure the setting's safeguarding policies and procedures are implemented effectively, particularly in relation to the use of mobile phones at the setting 15/10/2025

p.3

Due date

15 September 2025 ensure that a Disclosure and Barring Service check is completed for all members of staff, and follow effective recruitment processes to ensure that all those who work with or have regular contact with children, are suitable 15/10/2025

p.3

Due date

ensure that staff understand how to support children with special educational needs and/or disabilities so that they are supported to make the progress they are capable of 15/10/2025

p.4

Due date

implement effective risk assessments to ensure the environment is free from hazards that pose a safety risk to children, and ensure risk assessments inform staff practice consistently. 15/10/2025

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Due date

plan and implement a curriculum that meets the individual learning needs of the children who attend 15/10/2025

p.4

Due date

ensure staff understand how to sequence the curriculum to support children's progress towards next stages in their learning. 15/10/2025

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should:

n strengthen hygiene practices in order to teach children the importance of personal hygiene.

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Setting details

Unique reference number 2742133 Local authority Rochdale Inspection number 10412919 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

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inspection

Total number of places 32 Number of children on roll 32 Name of registered person Milnrow pre-school CIC

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reference number

Telephone number 01706640391 Date of previous inspection Not applicable

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Information about this early years setting

Milnrow pre-school CIC registered in 2023, and is situated in Milnrow, Greater Manchester. The nursery employs eight members of childcare staff. Of these, seven hold appropriate early years qualifications. The nursery is open from 8am to 5pm, Monday to Friday, term time only. The setting provides government funded places for childcare.

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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 spoke with the nominated individual about the leadership and management of the setting. 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 talked to staff and children at appropriate times during the inspection and took account of their views. n The inspector carried out joint observations of group activities 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 working in the nursery. n We carried out this inspection as a result of a risk assessment, following information we received about the provider.

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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

15 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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