Brighter Beginnings Fallowfield

Brighter Beginnings Fallowfield

Unique reference number (URN): EY356017 Address: Fallowfield Surestart Centre, Waverton Road, Manchester, M14 7FB Type: Childcare on non-domestic premises Registered with Ofsted: 25/06/2007 Registers: EYR, CCR, VCR Registered person: Brighter Beginnings Day Nursery Limited

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Children progress well from their different starting points across the curriculum. They confidently express their thoughts and ideas because staff focus sharply on developing children's communication and language throughout the nursery. Babies develop listening and attention skills as they snuggle up to hear stories that staff read engagingly. Older children broaden their vocabulary, for example by thinking of different words for 'big'. They excitedly share words such as 'colossal' and 'gigantic' and thoughtfully compare the sizes of different objects. These experiences help children become confident and articulate.

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Achievement Strong standard

Gaps in children's learning, including for children with special educational needs and/or disabilities, are closing consistently because staff know how to support children to achieve their individual targets, for example developing independence at mealtimes and the confidence to articulate their needs.

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Achievement Strong standard

Staff and leaders prepare children well for their next stage of learning, especially for school. For example, children develop their independence and thinking skills. They look at the weather outside and decide whether they need to put on shoes or wellies. Pre-school staff work in partnership with teachers of local schools, using a 'transition passport' and visits to schools and nursery when appropriate. This prepares children very well for a smooth transition to school.

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Behaviour, attitudes and establishing routines Strong standard

Leaders create a calm and respectful environment. Children behave extremely well. They are polite, helpful and kind because staff set clear expectations for behaviour. For example, during mealtimes, staff consistently teach good manners, encouraging children to say 'please' and 'thank you' when given food or drink, which they do with very few reminders. This consistency ensures that all children understand the expectations of the setting through sensitive support that considers their stage of development.

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Behaviour, attitudes and establishing routines Strong standard

Staff and children share warm, caring relationships. As a result, babies settle quickly, enjoying cuddles with staff when they feel restless or tired. Laughter and conversation fill the nursery, reflecting these positive relationships. Children work together in a very mature way. For example, pre-school children come together as a 'Forest School Committee' each week to plan and deliver an activity for younger children. They speak with excitement and pride as they describe how they work with younger children to make imprints of tree bark on huge sheets of paper. These experiences support children to develop confidence and learn to be caring and patient with others.

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Behaviour, attitudes and establishing routines Strong standard

Leaders work in positive partnership with parents to help them understand the importance of good attendance and punctuality. Parents say they value the nursery's work. As a result, children attend regularly, settle quickly and benefit from the well-established routines.

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Children's welfare and wellbeing Strong standard

Staff and leaders give children excellent support and care. Staff quickly notice when children need to wipe their nose. They encourage children to get a tissue, wipe their nose and wash their hands afterwards. These routines help children develop independence and manage their own personal hygiene. Staff complete training, for example on feeding and eating, so they can expertly meet children's individual needs, including those with special educational needs and/or disabilities, in the most positive way. Staff and children share respectful, nurturing relationships. Leaders and staff know the children and babies very well. For example, in the baby room each baby has a personalised sleep plan so that they can relax and sleep in a way that suits their individual needs the best. This ensures that babies feel safe and emotionally secure.

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Children's welfare and wellbeing Strong standard

Staff teach children how to make healthy choices. Children enjoy eating healthy, appetising home-cooked meals in social groups at mealtimes and talking about what is on their plate. They choose milk or water to drink and learn why brushing their teeth at lunchtime is important. Outside, children join staff to risk assess the play areas each day. They spot when there are branches that may may be a trip hazard or when areas are slippery due to fallen leaves. Consequently, children are confident and manage their own risks very effectively. They balance on beams, rubbing sand on the wood to make it less slippery. They carefully climb a rope ladder to ring a bell. These activities demonstrate how children develop an extremely good understanding of how to stay safe and make healthy choices.

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Curriculum and teaching Strong standard

Leaders understand the quality of their curriculum precisely. They sequence it well in all areas of learning and review it regularly to enhance its design, seeking external support and constructive challenge. This ensures that the curriculum meets the needs of all children from their different starting points effectively. For example, leaders have developed the outdoor curriculum to develop children's physical skills and deepen their understanding of the world. Leaders check carefully what children know and can do and skilfully tailor support to help children take their next steps in learning and development. Staff and leaders are ambitious for all children, including children with special educational needs and/or disabilities. They adapt activities thoughtfully to provide a personalised curriculum as and when appropriate.

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Curriculum and teaching Strong standard

The nursery buzzes with happy, interested chatter all day because staff consistently support children's communication and language development. They consistently model clear speech and build children's understanding of new words through high-quality interactions, such as discussing what an icicle is and how it forms while decorating a Christmas tree. Staff speak slowly and clearly, giving children time to respond. They promote older children's creativity and mathematical learning in a meaningful way, such as talking about the difference between triangles and rectangles during a cutting activity. Staff quickly correct children's misunderstandings, for example when children confuse a circle and a sphere.

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Inclusion Strong standard

Staff and leaders act quickly when they spot children's emerging needs. They work in close partnership with parents, from the start, to identify and respond to any developmental concerns. Leaders and staff use their extensive knowledge and experience to decide the best ways to support all children, including children with special educational needs and/or disabilities, so they make secure progress. For example, they create sensory areas, indoors and outdoors, which support children to learn strategies to regulate their own behaviour. Staff monitor children's progress. They set achievable, measurable targets for children and review them regularly, in partnership with parents. This ensures that parents feel fully involved in decisions about extra help or support children need as they develop or their circumstances change. This has a positive impact on the progress children make.

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Inclusion Strong standard

Staff participate in a wide range of training and work in partnership with different external agencies, such as local specialist schools. This helps them improve their practice and provide the best possible support for every child. Leaders use additional funding thoughtfully to enhance equipment for children. For example, children benefit from baskets of sensory toys that support self-regulation and a mirror with handles that encourages self-awareness and physical development.

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Leadership and governance Strong standard

Leaders care deeply about their offer to children and families and constantly evaluate what they provide. Leaders consult widely regarding the development of the nursery. They seek feedback and ideas for improvement from the wider staff team, parents and external agencies, such as the local authority. This gives them a sharp and accurate focus on areas for development. Leaders commit fully to providing the best care and learning for all children. They make decisions in the best interests of children, for example by supporting families to access their full nursery entitlement.

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Leadership and governance Strong standard

Staff describe the nursery as 'like a family'. They are highly motivated because leaders are considerate of their their workload and wellbeing. Staff appreciate the constructive support from leaders to enhance their professional development and broaden their expertise. Leaders encourage staff to share their expertise, acting as 'champions' of particular areas of learning, sharing their knowledge within the nursery and beyond. For example, all staff have gained additional knowledge and expertise in the areas of physical development and outdoor learning from the relevant 'champions'. This ensures that the curriculum and quality of teaching continue to improve to an even higher level.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children thrive in this highly nurturing and welcoming nursery. Staff and leaders greet children and families warmly when they arrive. Children separate confidently from their parents and eagerly start their day. The nursery buzzes with talk and laughter as children explore thoughtfully planned activities. Children and babies laugh and gurgle while playing with dough or investigating vegetables in a tray of compost. They use their senses and name the vegetables. Staff encourage them to poke their fingers into the dough and to squeeze it hard, describing what they can see and how the compost or dough feels. These well-planned activities develop babies' fine motor skills and help build communication and language skills.

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Inspector:

Sarah Gower-Jones Children develop a sense of belonging as they take on roles of responsibility in the nursery. They help care for the nursery's ducks and tend to plants and vegetables in the garden and allotment. Older children serve their own food and pour their own drinks. Staff encourage all children to be as independent as possible, carrying their own bags for nappy changes or choosing suitable clothes for outdoor play. These experiences help children become highly confident and independent learners. Staff quickly identify any possible barriers to children's learning and provide extra support, so they progress well from their starting points.

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Inspector:

Children enjoy an exciting range of activities outdoors. They have campfires and cook outdoors. They balance on wooden planks and climb rope ladders. Children participate in community projects such as planting trees and visiting a growers' market in a nearby park. They take part in litter picking initiatives and learn about the diversity of their local community. These rich and varied experiences give a secure understanding of the world around them and prepare them to be responsible and confident citizens of the future.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of all children, particularly disadvantaged children and those with special educational needs and/or disabilities.

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About this inspection

The inspector spoke with leaders, practitioners and the special educational needs coordinator during the inspection.

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About this inspection

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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Address:

Fallowfield Surestart Centre Waverton Road Manchester M14 7FB

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Brighter Beginnings Day Nursery Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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