Georgie Porgie's Nursery MostonOfsted report card, 24 Sept 2026

Georgie Porgie's Nursery Moston

Unique reference number (URN): 2829648 Address: 128 Church Lane, Manchester, M9 4LA Type: Childcare on non-domestic premises Registered with Ofsted: 10/01/2025 Registers: EYR, CCR Registered person: Georgie Porgie's Network Nurseries 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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Inclusion Strong standard

Children's starting points are quickly identified in partnership with parents. Staff use the information gathered to plan for children's individual next steps in learning and development. Knowledge from training and experience enables staff to work tirelessly to adapt the curriculum, so that all children can access learning opportunities, including children with special educational needs and/or disabilities (SEND).

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Inclusion Strong standard

Children's progress is continuously reviewed and all children, including those with SEND make progress. Gaps in children's learning are swiftly identified and addressed. Leaders and staff work proactively to ensure that all children receive support as needed, to meet their individual learning and development goals. For example, staff use children's interests when adapting learning activities to help build children's confidence. This supports children to become engaged in learning.

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Inclusion Strong standard

Leaders and staff work highly effectively with other professionals, including the health visitor, the speech and language therapist and physiotherapists. Staff use picture clues and props to engage children in singing and books. This means that all children engage in the play opportunities and so learn. Children benefit from a sensory area where they find a place to regulate their emotions and feel calm.

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Achievement Expected standard

All children, including those with special educational needs and/or disabilities, make progress across all areas of learning, especially in communication and language. Children talk to the staff to express their needs, such as asking for tissue when required. Children are supported to develop the necessary skills that help them prepare for their next stage in learning, including school.

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Achievement Expected standard

Children grow in confidence from their starting points. They independently select resources that interest them and happily play alongside their friends. Children chat to their friends as they play. Children build their physical skills when rolling, pulling and squashing dough, and when running and climbing outdoors. They manage their own personal needs, such as using the toilet and washing their hands afterwards. Children learn about the importance of healthy food and drink choices at mealtimes. For example, children hear staff talk about why we need to eat healthy vegetables during lunch.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff provide a welcoming environment, where children feel safe and valued. They build secure relationships with the children in their care. This means children settle quickly and feel happy. Staff have high expectations of children's behaviour and are positive role models to the children. Children follow simple instructions, for example, staff ask children to put their finished collage on the drying rack and the children do so. Staff praise children for displaying positive behaviours and, as a result, children behave well.

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Behaviour, attitudes and establishing routines Expected standard

Children typically try new activities with encouragement, and they enjoy learning. For example, children play with sand and fill and pour with buckets. This supports children to build a positive attitude to learning. Staff implement predictable routines that the children happily follow. For example, they sing songs to indicate the different parts of the day, like carpet time. This makes children feel calm and secure. Staff teach children valuable social skills, like being friends and helping others.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff understand the importance of punctuality and attendance. Staff quickly follow up any absences. They work with parents on the importance of regular attendance and punctuality and how it prepares children to be ready for school.

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Children's welfare and wellbeing Expected standard

Leaders and staff provide a safe environment both indoors and outside. Staff build secure attachments with children. This helps children to feel settled and assured. Leaders and staff plan to support children with positive health habits, and children eat healthy food and drinks at snack and mealtimes. However, staff do not consistently motivate children to foster long- lasting healthy habits, such as wiping their own noses and then washing their hands afterwards.

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Children's welfare and wellbeing Expected standard

Children learn about emotions and feeling through stories and play. For example, children enjoy exploring how colours can match how they feel. Staff acknowledge children's changing emotions and offer support as needed. For example, when children are upset, staff offer cuddles to help them settle. This means that children learn to manage their emotions and feel comfortable to express them. Children who need a quiet place, to support them with their emotions, can access the sensory area. Staff understand the importance of the 'Safer eating and weaning' policy and the safer-sleeping procedures. They effectively implement this in the setting, keeping children safe.

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Curriculum and teaching Expected standard

Leaders design and deliver a clear and ambitious curriculum that covers all areas of children's learning and development. They prioritise the development of children to become independent, including through their self-helps skills. Children are supported to pour their own drinks and serve their food at meal times. However staff do not consistently promote children's independence through, for example, encouraging children to help with simple tasks, such as wiping up spilled drinks and picking up paper off the floor, that children have dropped.

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Curriculum and teaching Expected standard

Leaders and staff make communication and language a top priority and for children to become confident speakers. They understand how reading books to children and singing songs supports this, and they build this into the daily routine. This helps prepare children for their next stage in learning, including being prepared for school. Staff know children well and use every opportunity to talk with them. This supports children to learn new vocabulary, and builds children's confidence.

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Curriculum and teaching Expected standard

Staff introduce children to mathematical vocabulary throughout the day. For example, staff support children to count forks on the table. This means children learn number names and amounts. Staff use training to enhance the curriculum and to benefit all children, including those with special educational needs and/or disabilities, or other barriers to learning. The outdoor area supports children to build their physical skills. For example, children use their legs to make a car move along and steer it with their arms and hands.

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Leadership and governance Expected standard

Leaders proudly lead the passionate staff team. They are clear about their priorities for the setting and this keeps children safe and happy. They work effectively with staff to provide the best possible outcomes for children, including those with special educational needs and/or disabilities (SEND). They are a close staff team and effectively support each other as needed.

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Leadership and governance Expected standard

Leaders understand the importance of continual improvement and professional development. Leaders and staff have worked hard to improve the outdoor learning environment. It covers all areas of children's learning and particularly supports children to build their physical skills. Leaders plan to further improve the setting through collaboration with other settings. This will enable them to further enhance the curriculum and outcomes for children.

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Leadership and governance Expected standard

Leaders work with other professionals to gain advice and support on meeting the needs of all children, including those with SEND. They work in partnership with parents effectively, to meet children's unique needs. Leader's inform parents about their children's learning and progress at parents' evenings and through newsletters. They also inform parents about how they can further support their children at home. Parents speak highly of the setting and its staff.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

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

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

Children are enthusiastically welcomed into this small and friendly setting. They build secure attachments with staff, who keep children safe. Children settle quickly and engage in activities that interest them. As children play, they make progress in their learning and development. Children build their confidence, as they explore the array of learning opportunities on offer. For example, children use magnetic tiles to create patterns and models. Children benefit from positive interactions with staff, who teach them about how objects fit together, colours and shapes. Children learn new vocabulary and make progress in communicating with others.

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

Language and communication is a high priority at this setting. Children enjoy listening to stories that the staff read to them. Children also enjoy singing at various points of the day, such as at the start of the session and when tidying up. They learn new vocabulary as they join in with singing their favourite songs and learn new ones.

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

Children benefit from the exciting outdoor area, which includes a climbing frame with a slide, a playhouse, scooters and vehicles. Children use their leg and arm strength to climb a ladder and experience joy as they slide down the slide. This supports children's physical development and wellbeing. Children develop social skills as they play alongside their friends and make marks on the floor with chalk. Children are happy and smile. Children's achievements are celebrated. For example, children stick small pieces of paper onto larger paper with glue. Staff say, Wow, I love that!' This boosts children's confidence.

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Next steps

Leaders and staff should further support children to become independent through consistently encouraging children to help wipe up drinks that they have spilled and to pick items up off the floor that they have dropped. Leaders and staff should consistently motivate children to foster long-lasting healthy habits such as wiping their own noses and then washing their hands.

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About this inspection

The inspector spoke with the leaders, staff, parents and children during the inspection.

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Georgie Porgie's Network Nurseries Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:45 - 16:15

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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 the sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the provision that is registered on the Early Years Register. The registered person must ensure that the 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

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 .

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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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