Maple Leaf Kindergarten

Maple Leaf Kindergarten

Unique reference number (URN): 2777306 Address: Ellen House, Waddington Street, Oldham, OL9 6QH Type: Childcare on non-domestic premises Registered with Ofsted: 23/02/2024 Registers: EYR Registered person: The Joseph Education Trust

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Achievement Expected standard

Children make steady progress from their starting points and attend the setting with positive attitudes towards learning. They confidently explore the environment and access activities across all areas of learning. For example, children use play dough to make food while independently following recipe books, extending their imaginative play and early literacy skills.

p.2

Achievement Expected standard

Children over time achieve well and reach their developmental goals, including those with special educational needs and/or disabilities. Children develop independence from an early age. Babies and young children begin to manage their own self-care needs, such as washing their hands independently. This helps children build confidence and prepares them well for their next stage of development.

p.2

Achievement Expected standard

Children play cooperatively with their peers and develop positive relationships. They seek comfort and reassurance from familiar friends and are learning to share, take turns and listen to others. Children confidently follow routines and independently tidy away resources after activities and snack times. However, learning experiences in the outdoor environment are not consistently tailored to younger children's developmental needs. As a result, younger children are not always fully engaged or sufficiently challenged during outdoor play experiences.

p.2

Behaviour, attitudes and establishing routines Expected standard

Leaders create a warm and welcoming environment where expectations are clear and consistently reinforced. Staff act as positive role models and have high expectations for children's behaviour. As a result, children behave well, show positive attitudes towards learning and develop secure relationships with staff and peers. Children regularly seek staff for comfort and reassurance, demonstrating that they feel safe and emotionally secure in the setting.

p.2

Behaviour, attitudes and establishing routines Expected standard

Effective practice supports children's communication and self-expression, including the use of visual aids for less-verbal children from a young age. Children with special educational needs and/or disabilities benefit from thoughtful adaptations, such as the 'emotions den'. This helps children regulate their emotions and remain engaged in learning. As a result, children remain happy, settled and confident throughout the day.

p.2

Behaviour, attitudes and establishing routines Expected standard

Staff use praise effectively to promote children's confidence and self-esteem. For example, children proudly show stickers they have earned and confidently follow daily routines. Parents speak positively about the nurturing environment and the strong relationships their children have developed since starting at the setting. Leaders also continue to promote the importance of good attendance with parents.

p.2

Children's welfare and wellbeing Expected standard

Leaders and staff foster a caring, nurturing environment in which children feel safe, valued and supported as they develop confidence and independence. From the baby room onwards, staff promote independence through positive interactions and consistent routines. As a result, children form secure attachments and strong relationships with staff.

p.3

Children's welfare and wellbeing Expected standard

Leaders and staff promote children's health and wellbeing through healthy eating practices and safer sleep procedures. However, practice in the baby room is not yet fully consistent. Provision would be strengthened further by ensuring that staff working with younger children receive training that specifically addresses the care of babies. This includes promoting children's awareness of oral health from an early age. Staff engage older children in conversation and read stories about healthy eating while they eat. Staff supervise children appropriately during mealtimes, which are calm and social occasions.

p.3

Children's welfare and wellbeing Expected standard

Children's emotional wellbeing is supported effectively. Staff provide calm spaces and activities that help children recognise and manage their emotions from a young age. For example, children independently access a designated calming area with colouring resources when they begin to feel upset or frustrated. This supports children in successfully regulating their emotions. Children independently manage self-care routines, such as washing their hands and putting on their coats. This helps children develop confidence and an understanding of good hygiene practices.

p.3

Curriculum and teaching Expected standard

Staff have developed a curriculum that supports children's progress across all areas of learning. Assessments identify starting points, monitor progress and inform next steps effectively. Staff adapt activities to meet children's individual needs, including those with special educational needs and/or disabilities. As a result, children make steady progress. Leaders enrich the curriculum through visits to local places of interest. This helps to broaden children's experiences and their understanding of the world. The mathematics curriculum is developing appropriately. However, more adult-led opportunities are needed to strengthen younger children's mathematical understanding and problem-solving skills.

p.3

Curriculum and teaching Expected standard

Communication and language are promoted effectively across the setting. Staff model vocabulary during play and routines, helping children hear, repeat and use new words confidently. Older children benefit from focused phonics activities that support early literacy skills. Younger children are encouraged to explore, develop mobility and use simple language. Staff place a strong focus on teaching children to care for others and show kindness towards their friends. As a result, children demonstrate strong social skills and build positive relationships. Children confidently ask for help and take pride in their achievements.

p.3

Inclusion Expected standard

Leaders and staff create a highly inclusive environment where children are recognised, valued and supported as individuals. Information gathered from parents, observations and assessments is used effectively to identify children's starting points and any gaps in

p.3

Needs attention

development. Staff respond quickly to children's changing needs and adapt support appropriately. As a result, children make steady progress from their starting points.

p.4

Needs attention

Leaders have carefully considered children's emotional wellbeing and introduced an 'emotions den' to help children recognise and regulate their feelings. Children access this space independently as needed, which helps them to feel safe, secure and emotionally supported. Leaders and staff work effectively with external professionals, including speech and language therapists, to provide coordinated support for children and families. This joined-up approach helps ensure continuity in care and learning, reducing barriers to learning and supporting positive outcomes for children.

p.4

Needs attention

Strong partnerships with parents ensure consistency between home and the setting. Parents are kept informed through regular communication and meetings, helping them remain actively involved in their child's learning and development. Communication and language are promoted effectively through signing, visual aids and Makaton. This helps less-verbal children communicate confidently and feel fully included.

p.4

Leadership and governance Needs attention

Leaders have recently opened a baby room to support children's care and development. However, staff working in the baby room do not yet receive appropriate training to ensure they fully understand and meet the specific needs of younger children. As a result, practice is not consistently in line with the requirements of the 'Statutory framework for the early years foundation stage' and constitutes a breach.

p.4

Leadership and governance Needs attention

Leaders demonstrate a clear understanding of the setting's strengths and areas for improvement. They take effective action to improve provision and place children's needs at the centre of decision-making. For example, leaders are supporting staff to improve their knowledge of children's next steps in learning. This action helps to strengthen the consistency of teaching and improve outcomes for children. Staff place children's interests at the centre of their practice and give particular attention to children who face disadvantage or require additional support.

p.4

Leadership and governance Needs attention

Staff report feeling valued and well supported. Regular supervision meetings help identify professional development opportunities and support staff wellbeing. The setting has staff trained in mental health first aid to support the wellbeing of staff and parents. Leaders and staff build positive partnerships with parents and external agencies to ensure children and families receive the support they need.

p.4

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

Children arrive happy, settled and ready to learn. They form strong relationships with staff and confidently seek reassurance, comfort and praise from their key person. For example, children proudly share stickers they receive from staff and talk excitedly about their experiences at the setting. Children feel safe and secure and separate confidently from their parents on arrival. Babies freely investigate different textures during messy play while staff model language and sing familiar songs. Literacy skills are promoted effectively through stories, songs and regular opportunities to share books. As a result, children develop key skills that support their future learning and prepare them for the next stage in their education. Children enjoy learning and show curiosity as they explore a stimulating and welcoming environment.

p.5

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

Children behave well and show positive attitudes towards learning. Independence is promoted from a young age. Children confidently manage daily routines, such as tidying away resources, cleaning up after themselves and putting away their plates. Older children show kindness towards younger peers and help them during routines, such as getting ready to go outside. This helps children develop confidence, responsibility and positive social skills.

p.5

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

Those with special educational needs and/or disabilities benefit from inclusive support. Staff quickly identify barriers to learning and adapt practice effectively. For example, staff use Makaton, visual aids and one-to-one support to help children with speech delays communicate confidently. Children access calming spaces to help regulate their emotions and remain engaged in learning. Overall, physical development is supported well through a range of indoor and outdoor experiences. Older children confidently ride bikes, climb, balance and explore the outdoor environment.

p.5

Next steps

To meet the requirements of the Early years foundation stage the provider must take the following action by the assigned date:

p.5

Action Completion Date

leaders must ensure that staff receive appropriate baby- room training and support to further develop staff knowledge, confidence and expertise in meeting babies' individual needs 26/06/2026

p.5

Address:

Ellen House, Waddington Street Oldham OL9 6QH

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: The Joseph Education Trust

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 15:00

p.6

Facts and figures used on inspection

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

p.6

About this inspection

During the inspection, the inspector spoke with the manager, staff, children and parents during the inspection.

p.6

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.

p.6

Exceptional

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

p.7

Strong standard

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

p.7

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.

p.7

Needs attention

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

p.7

Urgent improvement

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

p.7

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.

p.7

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 .

p.7

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 .

p.7

Urgent improvement

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

p.8