ZoZo's Day Nursery

ZoZo's Day Nursery

Unique reference number (URN): 2735948 Address: 283 Hollyhedge Road, Manchester, M22 4QR Type: Childcare on non-domestic premises Registered with Ofsted: 07/08/2023 Registers: EYR, CCR, VCR Registered person: ZoZo's Day Nursery Ltd

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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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Children's welfare and wellbeing Expected standard

Children settle quickly and show positive emotional wellbeing, confidently seeking comfort and support from familiar adults when needed. Staff establish and implement health, hygiene and safety routines effectively and support children to develop independence through everyday routines such as handwashing, toileting and aspects of self-care.

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Children's welfare and wellbeing Expected standard

Care routines are adapted to meet children's individual needs. In the baby room, sleeping arrangements follow safe sleep guidance and respond to children's individual sleep patterns. Staff support weaning and feeding routines sensitively, encouraging independence while ensuring children's safety and comfort. While most routines support children's needs well, the organisation of some group routines, particularly at mealtimes, is not always fully consistent in supporting children's engagement and independence.

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Children's welfare and wellbeing Expected standard

Children are supported to recognise, express and begin to manage their emotions through calm reassurance and sensitive interactions. As a result, children develop a secure sense of emotional wellbeing and demonstrate confidence in the environment.

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Children's welfare and wellbeing Expected standard

Staff encourage children to make healthy choices and promote effective hygiene practices. The environment is calm, nurturing and well organised, enabling children to feel secure and supported throughout the day.

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Achievement Needs attention

Children's enjoyment and engagement do not typically result in children making the progress of which they are capable. As a result, children do not make appropriate progress from their starting points in development. They do not become as well prepared as they should be for their next stage of learning.

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Achievement Needs attention

At times, children are engaged, enjoy their learning and develop some key skills, including independence, communication and physical development. Some children demonstrate developing independence as they manage aspects of their own care, explore the environment and make choices about their play. Children are able to communicate their needs and interests in familiar situations, and some use a growing range of vocabulary when interacting with others. In play, children share ideas, use language to express their thoughts and begin to develop confidence when speaking within small groups.

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Achievement Needs attention

However, this progress is not consistent for all children. Some children find it difficult to sustain attention and engagement during experiences. This limits the extent to which they deepen their understanding or build on existing knowledge. While children demonstrate emerging skills in communication and social interaction, these are not always secure or sustained across different situations. As a result, progress across areas of development is variable, and some children do not achieve as well as they could from their starting points.

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Behaviour, attitudes and establishing routines Needs attention

Routines are not consistently organised or predictable, particularly during group times, transitions and mealtimes. Staff's expectations are not always clear or consistently applied. This results in children waiting, wandering and reduced engagement in their learning. This limits opportunities for children to develop sustained attention, confidence and positive learning behaviours.

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Behaviour, attitudes and establishing routines Needs attention

Leaders monitor children's attendance and follow up absences appropriately, promoting the importance of regular attendance and punctuality. Staff generally consider children's age and stage of development when setting expectations. However, during some whole-group activities, staff do not consistently match their expectations to children's attention span or individual needs. Children are supported to share and cooperate during play, although opportunities to develop collaborative problem-solving are not consistently maximised.

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Behaviour, attitudes and establishing routines Needs attention

Children generally behave well and benefit from positive and respectful relationships with staff. Staff support children sensitively to manage their emotions and resolve minor conflicts. They encourage children to develop independence and positive attitudes through daily routines. Leaders recognise that staff are caring and committed.

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Curriculum and teaching Needs attention

The curriculum is not yet well sequenced or implemented consistently to ensure that children build their knowledge and skills progressively over time. Planning is often activity led, with limited clarity about learning intentions, progression or next steps for children's learning. Staff's teaching relies heavily on adult direction and closed questioning. This limits opportunities for children's thinking skills and learning, particularly for older and vulnerable children.

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Curriculum and teaching Needs attention

Staff are caring and enthusiastic. Children are engaged in a range of activities. In the baby room, staff support children's physical development and communication and language through sensory experiences, repetition and responsive interactions.

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Curriculum and teaching Needs attention

Assessment systems are in place. However, staff do not consistently use what they know about children's starting points to tailor their teaching precisely. Adaptations for children with special educational needs and/or disabilities and other vulnerabilities are not consistently evident in daily practice. Staff prioritise children's personal, social and emotional development through nurturing relationships. They talk with children about their emotions. While opportunities exist to support children's early mathematical development, such as shape recognition and counting, staff do not teach these skills explicitly or sequence them within the curriculum to ensure progression.

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Curriculum and teaching Needs attention

Leaders understand that the quality of curriculum varies across rooms and some staff require further support to implement the curriculum with confidence and clarity. Leaders are aware that improvements are needed to strengthen consistency in the curriculum and teaching.

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Inclusion Needs attention

Children who are vulnerable, those with special educational needs and/or disabilities (SEND), looked-after children and those eligible for additional funding feel welcomed and included in the setting. Staff support children's emotional security and sense of belonging. Relationships with families are generally positive.

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Inclusion Needs attention

Although leaders and staff have accessed some SEND related training, including online courses, training on the graduated approach is not yet sufficiently embedded. This does not ensure that all staff confidently implement the assess, plan, do and review cycle in practice.

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Inclusion Needs attention

Leaders know which children require additional support and have initiated referrals and multi-agency discussions where appropriate. They recognise inclusion as a priority and are aware of the funding available to support vulnerable children.

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Inclusion Needs attention

Leaders have not yet embedded systems to assess, plan, implement and review support for individual children. Their individual targets and strategies are not consistently clear, shared or reviewed. Adaptations to teaching and routines are inconsistent. Leaders do not yet evaluate or evidence clearly how additional funding, including early years pupil premium and funding for children with SEND, is used to reduce barriers to children's learning or improve outcomes. As a result, inclusion currently supports children's wellbeing more effectively than their learning and progress.

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Leadership and governance Needs attention

Systems for leadership oversight are not yet sufficiently effective to secure consistent improvement in practice. Leaders do not use supervision sessions, coaching and professional development to focus on improving curriculum delivery or teaching practice. Consequently, staff do not benefit from clear and measurable targets. Leaders do not routinely evaluate the impact of training and feedback on practice. As a result, weaknesses in the implementation of the curriculum, consistency in teaching and inclusion are not addressed swiftly enough. This means improvements are not yet embedded across the setting.

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Leadership and governance Needs attention

Leaders are reflective and have begun to seek external support to strengthen the delivery of the curriculum. They are reviewing staffing structures to increase their capacity to focus on curriculum and teaching improvement. Currently, leaders are frequently deployed within ratio, which limits opportunities to monitor practice rigorously across all rooms.

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Leadership and governance Needs attention

Leaders place an emphasis on staff's wellbeing and have created a supportive and positive working culture. Staff report feeling valued and able to approach leaders with concerns. Leaders' safeguarding oversight is robust. They have an accurate understanding of the setting's strengths and areas for development. Leaders are receptive to feedback from external professionals.

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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

While children enjoy their experiences and feel that they belong in the setting, their learning does not consistently build as well as it should over time. Staff do not always organise teaching and activities to maximise children's learning and engagement, particularly for older children and those who are vulnerable and children with special educational needs and/or disabilities. As a result, children's achievements and preparation for their next stage of learning are variable. Children are warmly welcomed into the setting and quickly form secure and trusting relationships with staff. They feel safe, valued and cared for. Children confidently seek comfort and reassurance when needed.

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

Children enjoy attending the setting and show curiosity and engagement in their play. Babies explore sensory materials, such as dough and water, with curiosity, while toddlers enjoy building, mark making and joining in with songs. Children develop independence through routines such as handwashing, self serving at mealtimes and putting on their coats.

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

Leaders prioritise children's welfare and wellbeing. They recognise the importance of building positive relationships in helping children to settle and feel secure. Leaders are aware of the diverse needs of the children who attend. They acknowledge that supporting vulnerable children to feel included is a strength of the setting.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

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Action Completion Date

ensure the curriculum is clearly sequenced and consistently implemented so staff plan with clear learning intentions and next steps, particularly for older and vulnerable children 01/07/2026

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Action Completion Date

strengthen the use of assessment so staff consistently identify gaps in learning and adapt teaching to support all children to make secure progress from their starting points 01/07/2026

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Action Completion Date

embed systems to assess, plan, review and evaluate support for vulnerable children, including clear oversight of additional funding and its impact on children's learning and progress 01/07/2026

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Action Completion Date

improve the consistency and organisation of group times so expectations are clear, waiting time is reduced and children remain engaged 01/07/2026

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Action Completion Date

sharpen supervision sessions, coaching and professional development so they are directly linked to improving teaching practice and are monitored for impact 01/07/2026

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: ZoZo's Day Nursery Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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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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About this inspection

The inspector spoke with leaders, staff and parents and carers 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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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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

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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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