Winton Children's Centre

Inspection of Winton Children's Centre Brindley Street, Eccles, Manchester, Lancashire M30 8AB

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Inadequate

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The provision requires improvement

Leaders have made improvements since the last inspection. They have successfully addressed the actions that were raised to ensure that children in their care are safe. However, the quality of education remains variable. Leaders know what they want children to learn during their time at the nursery. However, they have not ensured that the curriculum is implemented in a sequenced way. Activities are not consistently planned to support children's current ages and stages of development. For example, staff offer some children learning that is beyond or below their current abilities. This does not support children to make consistent progress.

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The provision requires improvement

Leaders have worked hard to address staffing issues. They have increased the use of permanent staff. Leaders have adapted the use of agency staff, to allow them to offer more consistency to children and families. Parents and carers comment on the positive relationships they and their children have with staff. Children demonstrate that they feel secure. For example, babies crawl into the laps of familiar adults. Older children skip into the nursery and wave happily as their parents leave.

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The provision requires improvement

Leaders have notified Ofsted of a failure to ensure that children are always appropriately supervised. They have taken swift action to put this right. For example, leaders have strengthened staff's knowledge about the processes to be followed when children move around the nursery. This helps to minimise risks to children's safety.

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need to do better?

n Leaders have ensured that all staff have up-to-date safeguarding training. In addition, they regularly monitor staffs' knowledge of safeguarding, using questions and quizzes. Staff know what to do if they are concerned about a colleague's manner or behaviour towards a child. They know the signs that indicate that a child may be at risk. n Leaders have worked closely with agencies, such as the local authority's early years quality assurance team, to plan a curriculum to support children's learning in readiness for their eventual transition to school. However, the implementation of the curriculum is not consistent in all areas of learning. For example, staff do not demonstrate a consistent knowledge of child development in all areas of learning. As a result, they do not sequence some children's learning effectively to support their progress. n Where staff have a more secure knowledge, they plan for children's learning

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need to do better?

well. For example, they use their knowledge from training to assess children's understanding of language and communication. Some staff use their assessments to plan learning that supports children's current stage of development. For example, babies are delighted as staff sing. They smile and

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need to do better?

22 September 2025 clap their hands as they hear familiar rhymes. Older children repeat phrases that they remember in stories. Children make progress with their speech and communication. n Staff plan a daily routine to offer children consistency. However, the organisation of the routine is not effective. For example, staff complete tasks with small groups or individual children, but there is no oversight of the whole group. As a result, children lack direction. They wander without purpose. Children lie on furniture or drop toys on the floor. During these times, children are less sure of the expectations on them. n The nursery works closely with outside professionals to support the development of children with special educational needs and/or disabilities. For example, they work on targets set by speech and language therapists. This increases children's ability to speak and to communicate using signs. The strong partnerships that

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need to do better?

staff develop with other agencies support children to get timely support where gaps in their development are identified. n Hygiene practice is not consistent across the setting. Staff are careful to wash tables before children eat, and they remind children to wash their hands before eating and after using the toilet. However, staff are not vigilant in noticing when children have runny noses. Following lunchtime, systems are not in place for food to be removed from the floor before children come back to the area to play. Staff are not quick enough to respond when children need support with hygiene tasks. This does not help children to learn consistent and good hygiene habits. n Staff explain that following training they have adapted the learning environment, reducing resources and allowing children more space to move around. Staff report that children are more eager to engage. However, supervision is not

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need to do better?

always effective in identifying and supporting individual improvements in staffs teaching. As a result, the quality of interactions vary across the setting.

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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 strengthen staff's knowledge of child development, to support the implementation of a sequenced curriculum that supports children's current ages and stages of development in all areas of learning n organise all parts of the daily routine, to help children to anticipate what might happen next in their day and so they understand what is expected of them n increase staff's awareness of times where hygiene practice is not effective, to

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should:

22 September 2025 support swift responses, so that children learn good hygiene habits n improve opportunities for supporting improvements in staff's teaching, to help raise the quality of their interactions with children throughout the setting.

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Setting details

Unique reference number EY317013 Local authority Salford Inspection number 10410956 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 60 Number of children on roll 29 Name of registered person Salford City Council

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reference number

Telephone number 0161 686 5288 Date of previous inspection 5 June 2025

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Information about this early years setting

Winton Children's Centre registered in 2005 and is situated in the Eccles area of Manchester. The nursery employs 11 members of staff. Of these, one member of staff holds an appropriate early years qualification at level 6, two staff at level 4 and seven staff at level 3. The nursery opens from 8am to 6pm, Monday to Friday, for 51 weeks a year.

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Inspection activities

n The inspector reviewed the provision and discussed the safety and suitability of the premises. n The manager joined the inspector on a learning walk and discussed the early years curriculum. n Children spoke to and communicated 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. n Parents shared their views of the nursery with the inspector n The manager showed the inspector documentation to demonstrate the suitability of staff.

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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

22 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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