Cheadle Preschool and Day Nursery

Cheadle Preschool and Day Nursery

Unique reference number (URN): 2800569 Address: City Care, Riversdale House, 18 Gatley Road, Cheadle, SK8 1PY Type: Childcare on non-domestic premises Registered with Ofsted: 03/10/2024 Registers: EYR Registered person: Emerson Nursery Group 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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Achievement Strong standard

Children make excellent progress from their starting points because the curriculum is carefully sequenced and matched to their developmental stages. Children can build on their knowledge and skills as ongoing assessment is used effectively. As children transition through the setting, the progression made is clear to see. Children use single words and longer conversations age appropriately. Babies hear counting to 3, while toddlers subitise and know 1 more.

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Achievement Strong standard

Children build the physical skills needed at each stage. Babies are supported to pull themselves up and enjoy the dedicated outdoor space. Preschool children climb and learn to balance. Babies learn to grab resources, where preschool children pinch using a finger and thumb. Children naturally choose the age-appropriate action as their physical development has been supported extremely well.

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Achievement Strong standard

Children with special educational needs and/or disabilities, and those who face barriers to their learning receive targeted support. This means that all children make sustained progress in their learning and development and are fully prepared for their next stage in learning.

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Behaviour, attitudes and establishing routines Strong standard

Children attending this setting flourish. Staff lead by example and have created a positive learning environment. Clear, well-established routines enable children to feel secure, confident and ready to learn from the start of each session. Children's behaviour is excellent. Children demonstrate consistently strong behaviour and positive attitudes to learning. They are caring, kind and respectful of each other which reflects what is shown to them. Children thoroughly enjoy their learning. They show resilience when faced with challenges, remain engaged in their learning and work collaboratively with their peers. They receive constant praise which encourages them to 'have a go'. Children become confident, active learners who are motivated to explore and achieve their potential.

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Behaviour, attitudes and establishing routines Strong standard

Leaders understand the changing needs of their children. They know their children well and quickly identify to barriers to their learning, engagement and wellbeing. Staff are reflective on their practice and work closely with families and external agencies to adapt teaching, provide challenge and meet individual needs. Children make progress and thrive.

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Behaviour, attitudes and establishing routines Strong standard

Leaders strongly emphasise the importance of regular attendance and routines. Staff have built relationships with parents and closely monitor attendance, working sensitively to overcome barriers.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are at the heart of the setting's practice. Strong, trusting relationships between staff, children and families ensure children are settled quickly and develop a strong sense of belonging. When babies become unsettled, staff swiftly offer cuddles and toys to re-engage them. Children become emotionally intelligent as they are encouraged to talk about their emotions and feelings. Staff model kindness, empathy and respect to help children understand their own and others' feelings. Children build strong relationships with their key persons, who know them well.

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Children's welfare and wellbeing Strong standard

Staff support children with special educational needs and/or disabilities successfully. Robust plans are in place which are reviewed frequently with parents and external agencies. Staff support children's individual needs well. Children are taught to respect differences between people but celebrate these differences well. For example, they share children's cultures through handmade age-appropriate books. Children are taught about their roles in the community. For example, they visit a local care home to share arts and crafts activities.

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Children's welfare and wellbeing Strong standard

Children's physical health is promoted effectively through nutritious meals and outdoor play. Children talk of the importance of choosing healthy foods and trying new things. Staff support children to develop their independence when managing their own personal care. They are offered tissues to wipe their nose and wash their hands after. Staff support this with respect and dignity.

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Inclusion Strong standard

Leaders have established a highly inclusive culture where every child is valued, respected and supported to achieve their full potential. Their curriculum celebrates diversity and children learn about the cultures of their peers. Children with English as an additional language are provided with prompts to support their communication. Leaders are proactive in recognising barriers to learning and putting things in place to overcome them, such as redesigning the layout of rooms to meet the needs of a child with a physical disability. All staff know their children exceptionally well and have an excellent understanding of their needs. They ensure that children, including those with special educational needs and/or disabilities are fully included in all areas.

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Inclusion Strong standard

Leaders work effectively with practitioners, external agencies and parents to ensure children receive timely support. Leaders focus solely on ensuring the best outcomes for their children, offering support beyond children leaving their care. Staff create a welcoming environment where children can explore their interests and learn in their own way. Children become confident, resilient and a strong sense of belonging as they know they are valued. Staff have high expectations of their children and provide appropriate challenge for all.

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Inclusion Strong standard

Parents report positive relationships with staff. Staff communicate regularly with parents to ensure all children achieve. Parents speak highly of the quick response from staff which adds to the positive experiences children have while at the setting.

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Leadership and governance Strong standard

Leaders know their setting very well. Leaders are highly reflective and understand current strengths and areas for development. They consistently look for ways to better their practice and improve their children's experiences. All aspects of their practice develop and change to meet the needs of each new cohort. Staff have high expectations for their children,

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Expected standard

particularly those with special educational needs and/or disabilities. They work hard to overcome any barriers to learning by creating an inclusive and ambitious curriculum.

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Expected standard

Staff wellbeing is paramount. Staff report they feel valued and appreciated by leaders. They know how to seek support and feel confident to voice their thoughts and opinions. Staff are invested in the journey the setting is currently on. They are open to the changes implemented and understand the rationale. There are clear systems in place to support staff's personal and professional development. Leaders speak highly of their team and report that they work together putting children at the centre of everything they do.

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Expected standard

Parents are overwhelmingly positive about the impact of the setting on their children's personal, social and emotional development, and academically. Parents praised the leadership of the setting and many spoke of the transformation over recent years.

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Curriculum and teaching Expected standard

The curriculum is carefully designed to build on children's individual next steps while incorporating their interests and fascinations, ensuring learning remains purposeful, engaging and motivating for every child. Leaders agree that their curriculum is in its infancy and there are few occasions where teaching does not meet their high standards, but they are quick to identify this and provide support to maintain those standards.

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Curriculum and teaching Expected standard

Staff provide a language-rich environment which is a priority throughout the setting. Staff understand their role in developing communication and language in their children and do so in a highly effective way through stories and rhymes. Throughout the setting, babies are babbling and children are engaging in two-way conversations with adults and their peers.

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Curriculum and teaching Expected standard

Staff use their continuous assessment and observations of children well. Staff have a vast knowledge of child development and are aware of the individual milestones. Staff know how to tailor teaching to meet these needs. Extra-curricular activities are offered as leaders are committed to extend children's learning. Leaders have invested in their outdoor area to provide opportunities to apply their learning outside. Staff know what they want their children to learn and prioritise utilising this to prepare children for the next stage in their learning, both in the setting and beyond.

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

Children are welcomed into a warm and friendly setting. They transition into the setting well with smiles on their faces, excited to start their day. They are greeted with smiles and hugs which they respond well to, having meaningful conversations with staff as they walk through the setting. Children and their families are valued by staff and included in all aspects of their child's learning. Children are taught to be respectful to adults and their peers through positive interactions. They use their manners and show care to one another, asking each other how they are, through excellent communication skills. Much emphasis is placed on developing communication skills from an early age. Babies babble to engage with their key person who speak back, whereas in the preschool, children engage in longer two-way conversations.

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

Children thoroughly enjoy their learning and play. Careful consideration has gone into planning learning activities based on the children's development, while also appealing to their likes and dislikes. Children complete activities to a high standard and will share this with staff, receiving lots of praise. Barriers to learning are well considered and staff go above and beyond to overcome these. Children learn to play well with their peers, sharing and understanding the impact of their behaviour on others. Children are well prepared for their next stage in learning as there are clear, high expectations for all children.

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

Children build nurturing relationships with staff. Staff have a passion for providing care for their children which is reflected in their interactions and caring nature. Children are comfortable to 'have a go' and are encouraged by staff to be resilient. Children respond well to this being able to regulate their emotions effectively. Routines are well established and the importance of attendance is shared among the setting and families. Regular attendance gives the children access to a wealth of learning opportunities.

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Next steps

Leaders should continue to support staff to embed the curriculum so children consistently experience high-quality teaching.

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About this inspection

The inspector spoke with leaders, staff and parents 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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Address:

City Care Riversdale House, 18 Gatley Road Cheadle SK8 1PY

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Emerson Nursery Group 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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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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