Children's Choice Day Nursery

Children's Choice Day Nursery

Unique reference number (URN): 2788389 Address: 97-97a Park Lane, Poynton, Stockport, SK12 1RB Type: Childcare on non-domestic premises Registered with Ofsted: 15/04/2024 Registers: EYR, CCR, VCR Registered person: Children's Choice 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, including those with special educational needs and/or disabilities and those who may face barriers to their learning and/or wellbeing, are making excellent progress from their starting points. For example, children who started nursery and were not yet physically active are now making steps towards pulling themselves to stand, reaching for objects and enjoying tummy time. Some children who started at the nursery extremely shy are making steps towards being confident with unfamiliar faces, which is helping to support their social development.

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Achievement Strong standard

Children benefit from regular story sessions exploring familiar books and stories. Children who speak English as an additional language are making excellent progress in their communication skills due to the support they receive from allocated practitioners. These practitioners support children through quality interactions and motivating teaching to ensure they reach their full potential.

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Children's welfare and wellbeing Strong standard

Leaders have established robust key-person systems within the nursery. Staff gain an in- depth overview of children's development needs and their unique personalities. This helps children to develop secure relationships and attachments with all staff in the nursery. Leaders and staff are responsive to children's care needs, for example, staff engage with children playfully while they feed them breakfast. Children develop a love of outdoors. Staff have developed the garden space for children to ensure they have a wide range of opportunities to develop their physical skills through active and exploratory play. Children who are known or have previously been known to social care are consistently supported and guided during their time at the nursery.

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Children's welfare and wellbeing Strong standard

Staff encourage children to manage their personal care needs, for example, children are encouraged to become independent with handwashing routines before and after mealtimes. Older babies are supported to serve their own fruit at snack time and recognise their own place mats. This encourages children's independence and promotes high levels of wellbeing. These consistent approaches help children to develop confidence, self-esteem and a growing sense of responsibility. Staff support children to explore emotions during group-time activities. They use songs, rhymes and visual prompts to ensure that learning is age and stage appropriate.

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Curriculum and teaching Strong standard

Leaders design and embed a high-quality curriculum that supports all children in the nursery to make excellent progress. Leaders are highly reflective and continuously consider how they can improve teaching and learning for all children. Leaders and staff have excellent knowledge of child development. They consistently ensure that a well-sequenced curriculum provides children with the opportunities they need to be able to flourish, particularly in the prime areas of learning. Leaders have already identified where the curriculum can be strengthened, and plans to do this are well underway. For example, staff have attended training specific to physical development and then used this to upskill the staff team with new ideas and ways to support the children. As a result, all staff are considering exciting ways in which they can encourage children of all ages to be physical and how their environment supports physical development. This is a real strength of the setting.

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Curriculum and teaching Strong standard

The nursery primarily provides care for children under 2. Therefore, leaders and staff have carefully considered how the settling-in process builds positive relationships and secure attachments. Practitioners ensure that their interactions with children are meaningful, building their vocabulary and communication skills. Staff support and encourage children, enhancing their mathematical knowledge through purposeful counting and exploration of shapes and sizes of different blocks.

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Inclusion Strong standard

All children, including those who may face barriers to their learning and wellbeing, make excellent progress. Staff make highly accurate assessments of children's learning and development. Leaders check in daily with staff and have an oversight of what all children are learning within the nursery. Leaders have supported staff to fully understand their duty to share any concerns regarding children's development and take swift action to close any gaps. For example, children who need more support with their communication and language skills are supported by staff directly responsible for this to ensure they have the support they require to make progress. Staff gain input from parents and other professionals working with the children to ensure that they have consistent approaches, which are shared throughout.

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Inclusion Strong standard

Staff plan smaller intervention groups for children. This helps them to develop their social communication skills in small groups where they feel more confident. Leaders support staff to notice any barriers to children's learning or wellbeing and share this information to relevant individuals responsible. This ensures that leaders can engage with external professionals promptly when needed, taking swift action to support children and their families. Leaders make use of early years pupil premium funding to provide additional staff in the setting so that children have more opportunities to use the outdoor provision and benefit from a wide range of experiences that support their physical development and exploration.

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Leadership and governance Strong standard

Leaders demonstrate clear and effective oversight of the nursery, including staffing arrangements, staff development and clear priorities for improvement. They have successfully embedded a culture of high expectations for both children and staff. Through regular check-ins, supervisions and observations, staff receive consistent support to reflect on and improve their practice. This approach fosters a motivated and committed team that strives to provide high-quality care and education for all children.

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Leadership and governance Strong standard

Partnerships with parents are highly positive and well established. Leaders create meaningful opportunities for parents to engage in the life of the nursery through a range of events and shared experiences. Parents speak very highly of the nursery and value the support they receive throughout their child's journey.

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Expected standard

Leaders are mindful of staff workload and take appropriate steps to ensure that it remains manageable. Daily discussions enable leaders to assess how well staff understand the children in their care and how effectively activities are planned. This ensures that the curriculum is consistently well implemented and that staff are confident and well equipped in their roles, contributing to positive outcomes for children.

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Behaviour, attitudes and establishing routines Expected standard

Children form positive relationships with staff, demonstrating secure attachments and confidently seeking them out to share their experiences. They are confident explorers who engage well in a range of planned activities. For example, children enjoy sensory-rich experiences, such as messy play, where they explore different textures, alongside outdoor learning opportunities that encourage them to use natural resources.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff create a positive and supportive environment where children behave respectfully towards one another. During some transitions, children become unsettled. Staff recognise these triggers; however, strategies to consistently support children in managing their feelings and behaviour during these times are not yet fully embedded.

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Behaviour, attitudes and establishing routines Expected standard

Staff consistently role model positive behaviour, and children respond with kindness and respect. For example, younger children begin to learn how to share, offering toys to staff and their peers. Children enjoy playing alongside one another and are beginning to show interest in others. For instance, during group activities such as yoga sessions, they engage in interactive games and begin to imitate staff actions, demonstrating developing social skills and engagement. Staff monitor children's attendance and make regular contact with children when they do not attend the nursery. Through the use of their nursery app, staff are able to keep in touch with their families and promote the importance of attendance.

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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 nurturing nursery, where staff create a safe and stimulating environment for early learning. Children of all ages are developing their physical skills with many broad opportunities. For example, babies focus on building their core strength through tummy time and being supported to pull to stand. All children benefit from warm, loving relationships with staff who are attentive and responsive to their needs consistently. Children and their families feel a sense of belonging within the nursery, and this ensures that children can make the best possible progress. Children are consistently kept safe through the setting's robust systems and processes, which ensure they always have oversight of what is happening for every child. Babies are supported to develop a love of literature through regular story sessions, singing and music and movement.

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

Children who face barriers to learning are supported through a well-sequenced curriculum, which ensures all staff build on what children know and can do. All children make excellent progress from their starting points. Children develop a love of outdoors; they eagerly engage in physical activity, enjoying ride-on toys and kicking balls. Staff support babies outside to explore different surfaces and terrain, which develops their gross motor skills and coordination. The curriculum has been well thought out to consider how every child can be supported daily through activities and interactions with staff that enhance their learning and development. Children are establishing secure routines within the nursery; however, at times, children struggle during transitions within the daily routine.

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Address:

97-97a Park Lane Poynton Stockport SK12 1RB

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Children's Choice Day Nursery Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 05:30

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Next steps

Leaders should strengthen transitions within daily routines to ensure all children feel supported and have a secure understanding of what is coming next.

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About this inspection

The inspector spoke with leaders and practitioners 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. 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. 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

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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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