Dryden Street Nursery

Dryden Street Nursery

Unique reference number (URN): EY451347 Address: Manchester Metropolitan University, Dryden Street, MANCHESTER, M13 9AU Type: Childcare on non-domestic premises Registered with Ofsted: 25/07/2012 Registers: EYR, CCR, VCR Registered person: Thrive Childcare And Education 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 Expected standard

Overall, leaders have designed an inclusive curriculum that supports all children, including those with special educational needs and/or disabilities, to make progress. However, not all staff are confident in implementing learning experiences for children. This means that some children do not achieve as well as they could. That said, leaders ensure that children's starting points are identified accurately and that learning is tailored to meet their individual needs. Leaders monitor children's progress closely and use assessment information to identify gaps in learning and provide additional support where required.

p.2

Achievement Expected standard

Generally, leaders have established effective systems to ensure that children acquire the knowledge, skills and behaviours they need for future success. They regularly review the curriculum and children's outcomes to evaluate its effectiveness and make improvements where necessary.

p.2

Achievement Expected standard

Typically, leaders are ambitious for all children. Through their focus on inclusion, early identification of need and effective partnership working, children are supported to make progress from their individual starting points. Consequently, children develop the skills that enable them to thrive and succeed in their future learning.

p.2

Behaviour, attitudes and establishing routines Expected standard

Typically, leaders have established clear expectations for children's behaviour that help children to feel safe, secure and ready to learn. Staff are positive role models and consistently promote respectful behaviour. Children understand what is expected of them, behave well and demonstrate kindness towards others. Children form trusting relationships with staff and their peers, which supports their sense of belonging and emotional wellbeing. Staff support children to understand and manage their own feelings and emotions. For example, older children participate in relaxation activities and talk about emotions, such as happiness and excitement. Children also explore books that help them to recognise and discuss different feelings. This supports children to develop a self-awareness of how to regulate their own behaviour and emotions appropriately.

p.2

Behaviour, attitudes and establishing routines Expected standard

Generally, children demonstrate positive attitudes towards their learning. They typically engage in activities and cooperate well with others. Leaders and staff recognise the importance of regular attendance and work closely with parents and carers to promote it. They monitor attendance patterns and encourage families to ensure that their children attend regularly. Overall, routines across the nursery are effective. However, weaknesses in the organisation of some routines for younger children mean that transitions are not always smooth. For example, moving from outdoor play to lunchtime can take too long, and staff communication is sometimes unclear. As a result, some children become disengaged and miss opportunities to remain purposefully involved in their learning and play.

p.2

Children's welfare and wellbeing Expected standard

Generally, staff place a secure emphasis on promoting children's welfare and wellbeing. They have established a nurturing environment where children feel valued. Effective systems are in place to support children's emotional wellbeing. Staff develop warm relationships with children that help them build confidence and a secure sense of belonging. Children typically settle quickly, engage positively in nursery life and demonstrate high levels of emotional security. Typically, leaders ensure that children's individual needs are identified early and supported effectively. Staff work closely with parents and carers to understand children's needs and provide targeted support where required. This inclusive approach helps all children, including those with special educational needs and/or disabilities and those who face other barriers to learning, make progress from their starting points.

p.3

Children's welfare and wellbeing Expected standard

Generally, leaders are committed to promoting an inclusive culture and ensuring that children feel valued and respected. Nevertheless, not all children receive sufficient opportunities to learn about people, families and communities that are different from their own. This limits their understanding of the diverse society in which they live. Staff help children to understand and manage their own feelings and emotions. Typically, children develop positive attitudes, independence and resilience. This helps to support their overall wellbeing and readiness for future learning.

p.3

Curriculum and teaching Expected standard

Generally, leaders have developed a curriculum that takes account of children's interests. Children typically experience a curriculum that builds effectively on what they already know and can do. They are generally engaged and motivated to learn. For example, older children enjoy solving problems as they investigate how many building blocks can fit into a container. They explore capacity during water play. These experiences help children to develop their thinking skills.

p.3

Curriculum and teaching Expected standard

Overall, teaching supports children to make progress across the areas of learning. However, there are some inconsistencies in the delivery of the curriculum. Some staff are less confident in implementing learning experiences and do not always adapt activities effectively to meet children's individual needs and stages of development. Consequently, some activities are not always pitched at the right level, and children occasionally become disengaged in their learning.

p.3

Curriculum and teaching Expected standard

Children generally develop communication and language skills well. Staff support children who speak English as an additional language effectively. They learn key words in children's home language and introduce them to a range of new vocabulary. Children gain a secure command of English. Typically, the curriculum is inclusive, and children, including those with special educational needs and/or disabilities, are supported to access learning opportunities alongside their peers. Children make steady progress from their starting points and develop the skills needed for their future success.

p.3

Inclusion Expected standard

Typically, children, including those who are disadvantaged and those with special educational needs and/or disabilities, are supported well. Staff assess and identify children's needs at an early stage and work effectively with external agencies to secure appropriate support. As a result, children make secure progress from their individual starting points. Generally, leaders use additional funding effectively to meet children's individual needs and help remove barriers to learning. They carefully monitor the impact of funded interventions through regular observations, assessments and reviews of children's progress. For example, leaders have used funding to purchase large-scale play equipment to support children's physical development. Staff report noticeable improvements in children's coordination, balance and confidence while using physical equipment outdoors. Leaders evaluate the effectiveness of spending and use this information to inform future decisions about how best

p.4

Inclusion Expected standard

to support children's learning and development.

p.4

Inclusion Expected standard

Staff monitor children's attendance effectively. They work closely with parents and carers to ensure that they understand the importance of consistent attendance. As a result, children attend regularly and are able to fully benefit from the learning opportunities and experiences that the nursery provides.

p.4

Leadership and governance Expected standard

Since the last inspection, leaders have driven significant improvements across the nursery. A new senior leadership team has been established. It has an accurate understanding of the nursery's strengths and areas for development. Leaders actively seek the views of staff, children and parents and carers to inform ongoing improvement.

p.4

Leadership and governance Expected standard

Staff morale is high. They report that leaders place an emphasis on their wellbeing and take effective steps to manage their workload. As a result, staff feel valued and supported in their roles. Typically, staff supervision arrangements are established and provide opportunities for staff to discuss their practice. However, coaching, mentoring and professional development systems are at an early stage of implementation. They have not yet had sufficient time to become fully embedded. Consequently, some staff do not receive consistently incisive feedback about their interactions with children. This contributes to some inconsistencies in practice, meaning that, at times, children are not supported to remain fully engaged in their learning.

p.4

Leadership and governance Expected standard

Partnership working is a key strength of the nursery. Leaders have established highly effective relationships with the local authority and a range of external professionals to support children's needs and help overcome barriers to learning. Parents receive regular updates about their children's development and speak positively about the communication and support provided by staff. Leaders actively engage families in nursery life, helping to create a shared approach to children's care and education. As a result, children benefit from coordinated support that promotes their learning.

p.4

Leadership and governance Expected standard

Typically, leaders recognise and respond to the needs of the diverse community that they serve. However, opportunities to help children develop a deeper understanding of the similarities and differences between children, families and communities are not yet fully embedded. As a result, children do not consistently develop a broad understanding of what makes themselves and others unique.

p.4

Compulsory Childcare Register requirements

This setting has 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 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 are happy, content and safe in the care of the nurturing staff team. Their laughter and eagerness to explore are evident throughout this vibrant nursery. Typically, children are engaged in their learning for most of the time. For example, babies babble with delight as they splash in water. They develop their physical skills as they use low-level climbing equipment. Toddlers create models from dough, while also enjoying looking at books. Older children enthusiastically participate in puzzles and painting. They attempt to write the letters in their names and beam with delight at their achievements. Overall, children develop confidence and independence. They acquire the skills that they need for their next steps in learning, including their eventual move on to school.

p.5

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

Overall, children learn and play alongside their peers in an inclusive environment. They feel valued, supported and respected. Children develop warm relationships with staff. They confidently express their own ideas and make choices about their play. For example, children become enthralled while enacting the roles of superheroes and select costumes to wear. Children develop a love of reading from an early age. They listen to stories with interest and talk about their favourite characters. Children enjoy taking books home to share with their families.

p.6

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

Children particularly enjoy outdoor learning. They cooperate well with others and develop high levels of physical stamina. For example, older children enthusiastically participate in ring games, complete an assault course and encourage their friends to take part in races. Leaders are proactive in reducing barriers to learning for children. They work closely with a range of external professionals and actively engage parents and carers in supporting children's learning and development. All children, including those with special educational needs and/or disabilities, make secure progress from their starting points.

p.6

Next steps

Leaders should strengthen staff's understanding of the curriculum intent so that they are more confident in delivering activities that keep children engaged in their learning. Leaders should refine routines for younger children to ensure that they remain engaged in their learning. Leaders should further develop children's awareness of similarities and differences between themselves and others. Leaders should enhance coaching and mentoring processes to provide staff with incisive feedback on their practice, enabling them to strengthen the quality of their interactions with children.

p.6

About this inspection

The inspector spoke with parents and carers, leaders, staff and children 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

p.6

Address:

Manchester Metropolitan University Dryden Street MANCHESTER M13 9AU

p.7

Address:

Type: Childcare on non-domestic premises

p.7

Address:

Registered person: Thrive Childcare And Education Limited

p.7

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 17:30

p.7

Facts and figures used on inspection

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

p.7

0 to 4

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

Exceptional

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

p.8

Strong standard

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

p.8

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.8

Needs attention

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

p.8

Urgent improvement

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

p.8

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.8

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.8

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.8

Urgent improvement

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

p.9