Railway Kindergarten

Railway Kindergarten

Unique reference number (URN): EY458243 Address: 110 Railway Road, Urmston, Manchester, M41 0YD Type: Childcare on non-domestic premises Registered with Ofsted: 13/12/2012 Registers: EYR Registered person: Langford, Margaret

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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 Expected standard

All children, including those with special educational needs and/or disabilities, those known to children's social care and those that face any other barriers to learning, typically achieve well. Children play cooperatively together. Babies smile as other babies sit alongside them as they join in with songs that they know. Children independently explore the environment, making choices about what they want to do and play with. Older children invite each other to join them as they take on roles and talk about their own experiences. They develop communication and language skills, including speaking in sentences and engaging in conversations. Children use these skills to share their knowledge. For example, older children discuss the life cycle of a butterfly and recap on when they witnessed the butterflies coming out of the cocoon. Children are confident in their abilities. They develop the necessary skills and knowledge to be ready for their next stage in their learning.

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Behaviour, attitudes and establishing routines Expected standard

Leaders create a calm environment and establish respectful bonds with children. This helps children to feel safe and secure. Staff model being kind as they play alongside children, gently modelling feeding the baby dolls, hugging and rocking them gently. Younger children copy these actions and 'shush' the baby dolls to sleep. Children know and follow the expectations of staff. Staff and children show respect for each other. Even the youngest children eagerly help staff to put the toys away at tidy-up time. Older children offer to help willingly. If minor disagreements occur, staff respond in a nurturing way. For example, as babies want to sit on the same see-saw, staff show them the other seat and then sing 'Row, Row, Row Your Boat'. All babies then join in with the song, giggling together.

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Behaviour, attitudes and establishing routines Expected standard

Staff design an interesting and engaging environment that encourages children to play, explore and show a love of learning. Overall, children engage for long periods in the experiences on offer. They become immersed in role play as they explore and smell flowers in the 'flower shop'. Children ask each other politely if they can come in and then play alongside one another well. Leaders have embedded clear attendance policies. This helps children to build positive habits in preparation for school.

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Children's welfare and wellbeing Expected standard

Staff are caring and attentive to children's needs. They place a high importance on supporting children's emotional wellbeing. Leaders have embedded an effective key-person system that helps all children to build close relationships with staff. Leaders have identified that, at times, transition times are not as well organised as at other times of the day. This means, on some occasions, older children are not always sure what will happen next. Leaders are implementing plans to ensure consistency throughout the nursery.

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Children's welfare and wellbeing Expected standard

Staff encourage all children to spend a lot of time outdoors, where they play and explore the well-equipped garden and benefit from fresh air and exercise. Staff use books to support children's understanding of foods that are healthy and unhealthy. Children recall this knowledge as they talk about the story of 'The Very Hungry Caterpillar'. Children develop an understanding of how to keep themselves healthy as they regularly stop to drink fresh drinking water as they get out of breath or get hot. Leaders ensure all children have a named dentist as they start. They use their links in the community to signpost them if they do not have one to support children's oral health needs.

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Children's welfare and wellbeing Expected standard

Children have many opportunities to develop their self-help skills. Even the youngest children receive encouragement to feed themselves and have a go at wiping their own faces afterwards. Older children serve their own meals and pour their own drinks as staff talk to them about the health benefits of the food that day. Children develop confidence in their own abilities. They problem-solve and say that tasks are 'easy peasy' as they complete them.

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Curriculum and teaching Expected standard

The quality of teaching is typically secure throughout the setting. Staff interact well during play to engage and extend children's learning. They confidently support children's communication and language skills through the correct modelling of language and plentiful spontaneous moments of singing and reading. For example, staff discuss with young children their memories of visiting the farm. They extend this by providing books and animal toys. Children eagerly turn the pages to see their favourite animal, naming each one and making the animal noise. Staff introduce new language, such as 'calf', and children repeat this then use it in their play.

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Curriculum and teaching Expected standard

Staff place a high importance on supporting children's physical skills. Children have many opportunities to take part in physical movement games outside, such as running and using bats and balls. Staff show children how to hold the bats correctly and praise them as they bat the ball back to their friends. Staff provide many opportunities for children to develop their small hand muscles in readiness for later writing. Children eagerly spray water from a water spray onto pretend fires in the tray to 'put them out'.

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Curriculum and teaching Expected standard

The learning environments are well thought out to provide children with a wide range of experiences across all areas of learning. Staff support children to develop an early understanding of number and quantity as they play alongside them. Staff count items in books, introduce language such as 'full' and 'empty', and encourage children to problem- solve. Older children work out that in order for their boats to travel fast, they need lots of water in the pipes. They cheer each other's boat along and count how many seconds it takes to get to the bottom. During role-play, staff introduce the concept of money. Children avidly discuss how much items are and count out the right amount of pennies.

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Curriculum and teaching Expected standard

Although staff accurately assess what children know and can do, they do not consistently use this information when teaching in group activities. At times, these experiences do not consistently build on what children already understand and can do. It is not always clear what knowledge staff want children to gain from these experiences. This results in children losing interest at times in these group activities.

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Inclusion Expected standard

Staff have high expectations for what all children can achieve. They have embedded clear assessment procedures, such as speech and language assessments, that help staff to identify any gaps in children's learning swiftly. Leaders are committed to meeting the needs of all children, including children with special educational needs and/or disabilities (SEND) or those who face any other barriers to their learning. They have established positive links with the local authority and other external agencies. Leaders work closely with parents and carers. They seek advice from specialist agencies when required to help them to meet the needs of all children who attend. Leaders have clear oversight of the use of additional funding, and this ensures that this is used effectively to support children's progress.

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Inclusion Expected standard

Leaders ensure targeted plans are put into place for children when required. They make adaptations and have agreed support strategies. Overall, this support helps children to feel included and to make progress alongside their peers. However, leaders have not ensured that all staff understand how to implement these strategies consistently. While staff try to support every child consistently, at times they lack the skills to be able to adapt all activities successfully. Parents who have children with SEND share how staff know each child extremely well and treat them as individuals. They value the support that they receive as a family. They have seen significant progress in their children's development since they have started attending the setting.

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Leadership and governance Expected standard

Leaders have embraced support from the local authority since their last inspection and ensured that any weaknesses identified have been addressed. Leaders make informed decisions about additional funding. This ensures that the funding is used to positively impact children's individual needs. This helps all children, including those with special educational needs and/or disabilities and those who face other barriers to learning, to make progress.

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Leadership and governance Expected standard

Leaders prioritise staff wellbeing. Staff talk positively about their roles and the support the leaders provide. Leaders have strengthened the training and support that they provide to staff. They have improved the oversight of the setting. Leaders have a clear understanding of the strengths and next steps for all staff. Staff receive targeted training to equip them to fulfil their roles to a high standard. For example, leaders are currently supporting staff who have recently taken on new roles, such as leading a room. They have started modelling and coaching and have provided specific training that is impacting positively on staff morale and the consistency throughout the setting.

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Leadership and governance Expected standard

Partnership working is a strength of this setting. Leaders are fully committed to working in partnership with families and other agencies who can support children's education and care. Parents and carers feel fully informed about their children's care needs and progress. They state that their children love attending the nursery. These positive partnerships support consistency for children's learning.

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

Children arrive eagerly to this setting. Staff have built loving relationships with all children. This helps children to feel safe and secure. Staff greet all children warmly as they enter the setting. Children quickly become engaged in the fun experiences on offer. They develop their imaginations as they frequently take on roles and express their own ideas in play. Older children use opportunities in role play to show staff how fondly they think of them. They use the money in the 'flower shop' to buy flowers and proudly take them to their key persons. Younger children look at themselves and smile in the mirror as they manage to dress up as a firefighter.

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

All children benefit from a fun and ambitious curriculum that staff typically implement well. Children of all ages, including those with special educational needs and/or disabilities and those with any barriers to learning, enjoy meaningful experiences across all areas of learning. Lots of laughter and singing fills the air as staff regularly sing spontaneously to the children. Children eagerly join in and pass instruments out to their friends as they sing and dance together. Children thoroughly enjoy the time they spend with staff. Children play cooperatively. They show a real love of nature. Children spend time hunting for bugs with magnifying glasses. They sit and discuss the features of each bug. Children explore flowers and encourage their friends to smell each one. These engaging experiences help children to develop a love of learning.

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

Children become confident and show high levels of self-esteem. Staff are nurturing in their interactions with children. This ensures a calm environment where children are confident to express themselves. Staff offer lots of cuddles and reassurance to the children. They encourage children to have a go. As children mix different coloured dough, staff talk about the consistency and encourage children to think about why it might be too sticky. Children count out scoops of flour to try and solve the problem. Children show curiosity and enjoyment in their learning.

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Next steps

Leaders should ensure that staff are consistent in implementing the agreed strategies for addressing barriers that children face in their learning. Leaders should ensure that teaching in group activities enables children to build on what they already understand and develop the new knowledge that leaders intend.

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About this inspection

The inspector spoke with leaders, staff, parents and carers, children and a representative from the local authority during the inspection.

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Address:

110 Railway Road Urmston Manchester M41 0YD

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Address:

Type: Childcare on non-domestic premises

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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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1 to 4

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

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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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