Horwich Day Nursery

Horwich Day Nursery

Unique reference number (URN): 2836747 Address: The Annex Building, Church Street, Horwich, BOLTON, BL6 6AA Type: Childcare on non-domestic premises Registered with Ofsted: 26/03/2025 Registers: EYR, CCR, VCR Registered person: HORWICH DAY NURSERY LIMITED

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 Urgent improvement

Children do not make the progress they are capable of from their starting points. They do not develop the knowledge and skills they need across the areas of learning because teaching and support are not effective. Children's communication and language development are not promoted well enough. Limited interactions with staff mean children do not benefit from meaningful conversations that build vocabulary, develop understanding and support thinking skills. As a result, children do not make sufficient progress in this key area.

p.2

Achievement Urgent improvement

There are currently no children on roll in receipt of additional funding or known to children's social care. Children with special educational needs and/or disabilities do not achieve as well as they should. Gaps in learning are not identified or addressed effectively enough. This means children do not receive the help they need to catch up with their peers.

p.2

Achievement Urgent improvement

Children are not prepared well enough for their next stage in learning. They do not consistently develop the knowledge, skills and behaviours needed for future learning and, where appropriate, school.

p.2

Behaviour, attitudes and establishing routines Urgent improvement

Leaders have not established clear and commonly understood expectations for behaviour. Staff intervene when children display unwanted behaviour. However, they do not help children understand why some behaviours are not appropriate or what they should do instead. For example, when children throw toy vehicles, staff stop the behaviour, but they do not explain why it is unsafe or help children find more appropriate ways to play. As a result, children do not develop a secure understanding of expectations.

p.2

Behaviour, attitudes and establishing routines Urgent improvement

Relationships between staff and children are generally positive. However, staff do not consistently support children to develop the skills needed to play alongside others and understand how their actions affect their peers. In addition, staff do not always consider children's age, stage of development and individual needs, when supporting routines and transitions. For example, babies are frequently picked up and moved between activities rather than being helped to understand what is happening and prepare for changes in routines. This means children have insufficient opportunities to develop independence, confidence and emotional security during daily routines.

p.2

Behaviour, attitudes and establishing routines Urgent improvement

Leaders promote the importance of regular attendance and punctuality. They communicate with parents about absences and follow up concerns regarding children's attendance.

p.2

Children's welfare and wellbeing Urgent improvement

Care practices do not meet children's individual needs effectively. Leaders do not ensure that all staff understand children's care and support needs. Arrangements to support children when their key person is absent are not effective. For example, when children become upset, unfamiliar staff do not always know how best to comfort and reassure them. In addition, agreed approaches to support children's emotional wellbeing are not implemented. For example, children are provided with dummies to pacify them for extended periods rather than being supported by staff to engage in play and interactions. This does not promote secure attachments or emotional wellbeing effectively.

p.2

Children's welfare and wellbeing Urgent improvement

Children's health and wellbeing are not promoted effectively. Hygiene procedures are not implemented and weaknesses in daily routines mean that children's individual needs are not always met. For example, damaged sleep mats with exposed filling remain accessible to children and checks of learning environments are not always completed before children access them.

p.3

Children's welfare and wellbeing Urgent improvement

Staff do not support children well enough to develop an understanding of how to keep themselves safe or make healthy choices. Children are provided with water by the setting. However, leaders have not ensured a consistent approach to working in partnership with parents to support children's oral health. For example, clear guidance about appropriate drinks in water bottles is not routinely communicated. Furthermore, babies access equipment that is not appropriate for their age and stage of development, such as a see-saw in the outdoor area. This does not help children develop an understanding of how to keep themselves safe during play.

p.3

Curriculum and teaching Urgent improvement

The curriculum is not embedded consistently across the setting. Leaders have not ensured that staff have the knowledge and skills required to deliver it effectively. Weaknesses in leaders' and staff's understanding of the curriculum have a negative impact on children's learning. Leaders are unable to demonstrate how the curriculum builds on what children already know and can do or how it prepares them for future learning. As a result, teaching lacks purpose and does not meet children's individual needs. Weaknesses in teaching are not identified or addressed quickly enough.

p.3

Curriculum and teaching Urgent improvement

Staff do not use assessment information effectively to inform teaching. Children are frequently provided with the same next steps despite being at different stages of development. For example, children of different ages are identified as needing support with turn-taking and sharing. Staff are unable to explain the intended learning behind planned activities. This means teaching is not tailored well enough to meet children's individual learning needs.

p.3

Curriculum and teaching Urgent improvement

Teaching does not support children's learning well enough. Interactions between staff and children are limited, particularly in the baby and toddler rooms. Staff often adopt a supervisory role rather than engaging in children's learning. Consequently, children do not benefit from interactions that support their communication, language or mathematical development. In addition, leaders and staff do not prioritise children's physical development effectively. For example, babies are provided with crayons but not paper to practise early mark making.

p.3

Inclusion Urgent improvement

Leaders have not secured the improvements required following the previous inspection. Children's needs are identified and assessment information is recorded. However, weaknesses in leaders' monitoring and review of support for children with special educational needs and/or disabilities remain. Leaders are unable to demonstrate how support is adapted in response to children's progress and changing needs. As a result, they do not know whether agreed strategies are having the intended impact on children's development.

p.3

Inclusion Urgent improvement

Staff do not have a secure understanding of children's identified needs, agreed strategies or their individual responsibilities. For example, leaders identify strategies intended to support children's development, such as the use of now-and-next boards. However, staff do not use these effectively to support children's learning and development. This means children do not always receive the support intended to meet their individual needs.

p.4

Inclusion Urgent improvement

Leaders do not monitor the quality of support precisely enough. Consequently, weaknesses in practice are not identified or addressed quickly enough. This limits leaders' ability to reduce barriers to children's learning and development and ensure children receive the help they need.

p.4

Inclusion Urgent improvement

There are currently no children on roll in receipt of additional funding, or known to children's social care, and no children are identified as being from disadvantaged backgrounds.

p.4

Leadership and governance Urgent improvement

Since the last inspection, leaders have not taken effective action to address previously identified actions, resulting in continued weaknesses in the provision. Further breaches of requirements have also been identified. There have been recent changes to the leadership team, with some leaders still new to their roles. However, this has not led to improvements in practice. Leaders do not have an accurate understanding of the quality of the provision and have not demonstrated the capacity to improve.

p.4

Leadership and governance Urgent improvement

Leaders carry out supervision meetings, however, these are not effective. Induction processes are weak and do not ensure staff understand their roles and responsibilities. Leaders do not observe practice closely enough or identify weaknesses in teaching. As a result, staff do not receive clear or constructive feedback, and weaknesses remain unchallenged. Although staff complete mandatory training, professional development is limited and not focused on improving the quality of teaching and interactions. Consequently, staff do not develop the skills and knowledge needed to improve practice.

p.4

Leadership and governance Urgent improvement

Arrangements for working in partnership with parents are not consistently embedded. Leaders provide brief updates via the online portal and during handovers. However, not all parents are clear about what their child is learning, who their child's key person is or how to support learning at home. Leaders have not considered how to engage parents, who do not routinely access updates. This weakens communication and limits continuity in children's care and learning.

p.4

Compulsory Childcare Register requirements

This setting has not met the requirements of the compulsory part of the Childcare Register.

p.5

Register

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

p.5

Voluntary Childcare Register requirements

This setting has not met the requirements of the voluntary part of Childcare Register.

p.5

Register

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

p.5

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

Children's experiences at the nursery are too variable. Several breaches of the statutory requirements have a negative impact on children's learning, development and wellbeing. Leaders do not have a secure understanding of how well children are progressing or whether children are receiving the support they need. As a result, children do not receive the support they need to make the progress they are capable of from their starting points. Staff do not have a secure understanding of what individual children need to learn next and opportunities to build on children's learning are frequently missed. Assessment information does not always reflect what children know, can do and understand. This means children are not supported well enough to develop the knowledge and skills they need for their next stage in learning.

p.5

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

Children with special educational needs and/or disabilities and those who face barriers to their learning do not receive the support they need. Staff do not implement agreed strategies effectively and activities are not adapted well enough to meet children's individual needs. For example, assessment information identifies communication and language as an area requiring support. However, staff are unable to explain how this information informs their practice or how agreed strategies are used to support children's development. This limits children's opportunities to make progress.

p.6

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

Children's experiences of routines and interactions are variable. Staff do not support children well enough to understand expectations, manage their feelings or learn how to keep themselves safe. Opportunities to promote independence, explain boundaries and help children understand risks are frequently missed. Weaknesses in welfare practice also mean that children's needs are not always met effectively. Despite these weaknesses, most children are settled and engage in free play. They access the experiences available to them and spend time alongside their peers. However, weaknesses in teaching, support for children's individual needs, welfare practice and leaders' oversight mean that children do not receive the support they need to make good progress and prepare them for their next stage in learning.

p.6

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.

p.6

Next steps

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

p.6

Action Completion Date

ensure that risks to children are identified, assessed and managed effectively and that staff understand and implement risk assessment procedures in practice 19/06/2026

p.6

Action Completion Date

ensure that key person arrangements are implemented effectively and that staff understand their role in meeting children's individual care, learning and development needs and supporting partnerships with parents 19/06/2026

p.6

Action Completion Date

ensure that effective arrangements are in place to identify, support and monitor children with special educational needs and/or disabilities, and emerging additional needs and that staff understand how to implement support strategies in practice 26/06/2026

p.6

Action Completion Date

ensure that staff receive effective induction, training, support and monitoring to develop the knowledge, skills and understanding required to fulfil their roles and responsibilities 26/06/2026

p.7

Action Completion Date

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

p.7

Action Completion Date

ensure that staff understand what children need to learn next and adapt teaching, interactions and experiences to reflect children's differing ages, stages of development and individual needs 26/06/2026

p.7

Action Completion Date

ensure that staff use what they know about children's individual needs, interests and development to plan and deliver learning experiences that support children's progress 26/06/2026

p.7

Action Completion Date

ensure that assessment is used effectively to identify children's strengths, interests and next steps, and that this information is used to inform planning, teaching and support for individual children 26/06/2026

p.7

About this inspection

The inspector spoke with the nominated individual, nursery manager, staff and parents during the inspection.

p.7

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.

p.7

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.

p.7

Address:

The Annex Building Church Street, Horwich BOLTON BL6 6AA

p.8

Address:

Type: Childcare on non-domestic premises

p.8

Address:

Registered person: HORWICH DAY NURSERY LIMITED

p.8

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00

p.8

Facts and figures used on inspection

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

p.8

Exceptional

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

p.9

Strong standard

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

p.9

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.9

Needs attention

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

p.9

Urgent improvement

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

p.9

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.9

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.9

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 .

p.9

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.9

Urgent improvement

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.9