Dryden Street Nursery

Dryden Street Nursery

Unique reference number (URN): EY451347 Address: Manchester Metropolitan University, Dryden Street, MANCHESTER, M13 9AU Type: Childcare on non-domestic premises Registered with Ofsted: 25/07/2012 Registers: EYR, CCR, VCR Registered person: Thrive Childcare And Education 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 Urgent improvement

Children do not make enough progress across all areas of development. Gaps in children's development are widening. This is particularly evident for children with special educational needs and/or disabilities.

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Achievement Urgent improvement

Children's progress in communication and language is much slower than is typically expected. Younger children show some interest in songs and stories, but quickly lose interest and move away. Children wander around without any clear purpose, or flit quickly from one activity to another. Toddlers bang musical instruments on furniture and start to run around with them in their hands without purpose. Children do not understand staff's expectations for their behaviour, and this affects their relationships with other children.

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Achievement Urgent improvement

Children are showing signs of progress in their physical development and some of this is contributing to them developing some independence, for example older children have the control to pour a drink for themselves.

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Behaviour, attitudes and establishing routines Urgent improvement

Staff are not confident enough in their ability to ensure that children are supported to regulate their own behaviour. They fail to provide clear behavioural expectations to children. For example, staff do not teach children why climbing onto tables and using play apparatus incorrectly is not acceptable. Children carry on displaying these behaviours as they do not know any different. At other times, staff are occupied with other tasks and do not notice that children are engaged in risky play, such as climbing on bicycles. This level of children's behaviour going unchecked by staff has a detrimental effect on the learning environment.

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Behaviour, attitudes and establishing routines Urgent improvement

Some staff fail to teach children about the importance of getting along with their peers. This leads to incidents of children snatching toys, hitting one another and becoming frustrated during their play. Staff are not always aware of the additional emotional support that younger children may need. For instance, children are not always reassured when they become upset. Despite these weaknesses, staff are caring towards children and try their best to form positive relationships with them.

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Behaviour, attitudes and establishing routines Urgent improvement

Leaders have effective systems in place to encourage children's regular attendance and punctuality. They communicate clearly with parents and carers about the importance of consistent attendance and promptly follow up any absences with a telephone call to parents.

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Children's welfare and wellbeing Urgent improvement

Care practices are inconsistent. Although a key-person system exists, it does not reliably meet children's emotional needs, particularly when they become upset on settling-in visits. Staff are not supported to understand the importance of maintaining a consistent key-person approach. When a key person is absent, leaders do not consider which adult is best placed to support children, especially for those with special educational needs and/or disabilities. This results in children becoming unsettled because the adults caring for them are not familiar with their needs.

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Children's welfare and wellbeing Urgent improvement

Leaders' oversight of care routines, including sleep arrangements, is weak. They failed to notice unsafe sleeping practices for younger children. Although addressed promptly, this highlights significant weaknesses in leadership and governance.

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Children's welfare and wellbeing Urgent improvement

Staff lack the skills and knowledge needed to teach children how to recognise and express their feelings. Children find it difficult to regulate their emotions, hindering their sense of security and belonging. Some children are unsettled and do not have an attachment to staff or the environment. Staff are often preoccupied with other tasks and are not deployed effectively enough to notice when children may need extra emotional support.

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Children's welfare and wellbeing Urgent improvement

Staff generally support children well in understanding the importance of physical development and how to promote their good health. Children have daily access to the outdoors and they learn about healthy lifestyles. Children talk about personal safety, such as avoiding running too fast to prevent falling. They show awareness of external dangers, including road safety and strangers.

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Curriculum and teaching Urgent improvement

Children, particularly those with special educational needs and/or disabilities, are not supported in their learning to make secure progress. The activities available for children are mundane, lack purpose and are not at the correct level for children's needs. For example, staff expect younger children to know letters and the sounds that they represent. Staff provide water-play activities without any clear learning intention. As a result, children quickly lose interest in their learning. Teaching does not build systematically on what children already know and can do. Consequently, children's learning is incidental.

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Curriculum and teaching Urgent improvement

Leaders are too trusting in staff's understanding of what children need to learn next, and the curriculum does not cater for all areas of children's learning. Staff are unaware of children's starting points or the outcomes of any assessments related to communication delays in children. In addition, staff are not skilled in promoting children's early speaking and listening. Staff fail to build on children's mathematical development. They are unaware of children's interest in numbers, this results in them being less aware of how to extend mathematical learning further.

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Curriculum and teaching Urgent improvement

Staff provide for children's physical development. Children access a well-equipped outdoor area, where their physical skills are supported. Staff consider how they can best support children's personal, social and emotional development. However, gaps in assessment and in their understanding of each child's development, result in some children being unsettled. Children do not develop the necessary skills to support their future learning.

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Inclusion Urgent improvement

Early identification and help for children with special educational needs and/or disabilities (SEND) are inconsistent. Leaders fail to act promptly to obtain professional support for children with SEND. Staff do not act swiftly enough to ensure that children's individual needs are met. This does not help to remove or reduce any difficulties children are experiencing that affect their learning.

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Inclusion Urgent improvement

Staff lack the knowledge and skills to ensure that learning is tailored to meet the needs of all children. On too many occasions, children with SEND are left without learning. The lack of a systematic, step-by-step approach to supporting children with SEND means that they do not receive the targeted help they need, placing them at a disadvantage in comparison with their peers.

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Inclusion Urgent improvement

Some parents and carers are not aware of how the setting supports their children's needs. Leaders' oversight of SEND provision is weak. They have not monitored children's progress with sufficient precision and have missed key areas, where children require targeted support. This places children at further risk of falling behind in their learning.

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Inclusion Urgent improvement

Leaders have introduced new systems to monitor the impact that additional funding has on children. For instance, they have purchased resources to support children's large-muscle development and they have seen an improvement in children's confidence and physical ability, particularly when using outdoor apparatus.

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Leadership and governance Urgent improvement

The provider has failed to meet previous actions set by Ofsted. They have appointed a new senior leadership team, however, they have not had enough time to bring about much needed improvements.

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Leadership and governance Urgent improvement

The new leaders show a positive attitude towards putting matters right and have devised an action plan. They have started to evaluate the setting and have a suitable understanding of its strengths and weaknesses. Partnerships with parents and carers are being strengthened. For example, newsletters are provided to parents and staff speak to them about their children's time at the setting.

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Leadership and governance Urgent improvement

Leaders have not ensured that staff have a secure understanding of what they want children to learn. The curriculum lacks ambition and does not build on what children already know and can do. This is particularly evident for children with special educational needs and/or disabilities, where leaders' attempts to address gaps in staff knowledge are not yet having the required impact. Leaders lack focus on helping staff to develop and improve their teaching. Their poor oversight leads to failures to ensure that all staff abide by the setting's procedures for safer sleep routines for children.

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Leadership and governance Urgent improvement

Staff commend leaders for giving their wellbeing priority. They feel valued and respected by leaders and report that their workload is managed well.

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Compulsory Childcare Register requirements

This setting has not 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 not 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 do not make secure progress. Staff have low expectations and lack ambition for children. This is commonplace and hinders children's achievement and enjoyment of learning.

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

Children's learning is incidental and they are not well prepared for their next stage in learning. Staff do not build on what children already know and can do. Gaps in children's learning continue to widen as staff teach using the overall aims of the curriculum. These are too generic. Staff do not use the sequenced steps children need to learn and practise in order to achieve a new skill. For example, older children are expected to write their name before they have developed the movement and control needed to use a pencil. Children with special educational needs and/or disabilities (SEND) have poor support. Leaders do not put early support strategies in place and external referrals are few and far between.

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

Leaders' limited oversight of staff skills and professional development has a direct impact on the quality of their interactions with children. Furthermore, leaders have not ensured that staff know how to support children to manage their feelings and emotions. This hampers children's ability to develop positive relationships with their peers. Children are not aware of behaviour expectations because staff do not make this clear to them. Safer sleep arrangements are not understood by all staff.

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

Children's needs are not consistently met. For example, when children become upset while playing, staff do not notice as they are preoccupied with other tasks. Additionally, staff do not notice when children drink water from a water tray. Children's attendance is monitored by leaders. If children do not arrive at the setting, staff do a wellbeing call to check on children and their families. Children develop an early awareness of similarities and differences between themselves and others. For example, they talk about the differences in skin, eye and hair colour. Children begin to show some levels of independence. They blow their own nose and put their own coat on before playing outside.

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Next steps

The provider is not meeting the requirements of the Early years foundation stage and Childcare register and Ofsted intends to take enforcement action.

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Next steps

We will issue a Welfare Requirements Notice requiring the provider to have taken the following actions by the assigned date:

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Address:

Manchester Metropolitan University Dryden Street MANCHESTER M13 9AU

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Address:

Type: Childcare on non-domestic premises To meet the requirements of the Early years foundation stage and Childcare register the provider must take the following action by the assigned date:

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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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About this inspection

We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this.

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About this inspection

Since the last Ofsted inspection, there have been significant changes to the leadership and staff team. There is a new manager and deputy manager.

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About this inspection

The inspector spoke with the leaders, staff, the special educational needs coordinator, parents and children during the inspection.

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About this inspection

The inspector held a meeting with a senior representative from the local authority. Registration date: 25/07/2012

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About this inspection

Registered person: Thrive Childcare And Education Limited

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 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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