Ducklings @ Rochdale

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement The provider does not ensure there are enough staff to support children at the start of their day. This means that, although children are supervised and kept safe, they struggle to settle into their learning when they arrive at nursery.

Once settled, children play happily. However, they do not always receive the support they need to help them engage and learn more. During some learning activities, children become disinterested because staff are not on hand to support them.

For example, babies show a strong desire to begin to stand and walk but staff are not always on hand to help them develop their skills. Leaders have id...entified a simple curriculum designed to prepare children for school. However, this is not consistently implemented by staff because they do not know how to teach all the curriculum aims effectively.

Staff provide a range of opportunities for children, such as making marks on paper, sharing books and scaling climbing frames. However, staff do not teach all children the key skills, such as how to listen and maintain focus. This means children do not make as much progress as they are capable of.

Children do not always have a positive attitude to their learning. For example, they push one another as they use the slide in the garden. Staff do not teach children strategies for sharing and taking turns consistently.

Nevertheless, children demonstrate secure and happy relationships with staff. Children with special educational needs and/or disabilities (SEND) receive the support they need to help them make progress.

What does the early years setting do well and what does it need to do better?

The manager is relatively new to the position and has worked hard to develop a professional culture among staff and parents.

She aspires to provide high-quality childcare and education. However, due to staff shortages, she is not able to deploy staff effectively to ensure the needs of children are always met. This has a negative impact on children's learning and development.

The provider has designed the curriculum in partnership with other nurseries in the group. It is well sequenced and appropriate for the children who attend. However, it is not implemented effectively.

Staff do not have the time to support children fully. Furthermore, staff do not benefit from training and support that enables them to develop their individual teaching skills. As such, the quality of children's learning is variable.

Staff support children's emotional well-being through warm, positive relationships. Nonetheless, children do not develop the skills they require to help them regulate their emotions. This is because staff do not always explain to them how to negotiate with others or how to cope with their feelings.

This means children sometimes behave inappropriately, such as throwing toys to the floor.Some staff provide quality interactions for children. They make comments about what they are doing and model new vocabulary, such as 'ant' and 'bee' as they play alongside babies.

Staff read stories and sing songs such as 'Incy Wincy Spider'. Children try hard to join in with the actions. On occasion, staff do not give children enough thinking time to respond to questions.

This means children are not able to practise the new words and concepts they are learning.Leaders ensure children with SEND are able to access the curriculum. The special educational needs coordinator promotes partnerships with parents and/or carers well.

They work well with other professionals to ensure children receive the support they need. Key persons get to know children and their families well and make best use of additional funding.The provision for helping children learn how to develop healthy lifestyles is in its infancy.

The cook provides children with healthy meals; for example, vegetable gravy accompanies the main meal and fruit yoghurts are served for pudding. Children brush their teeth after eating. Children play outside regularly and visit local parks.

This supports their good physical development and health.Staff have developed positive relationships with parents. This helps children to trust staff and feel safe in their care.

Parents report that they appreciate the warm welcome they receive from the staff. However, parents do not always know who looks after their child and what they are learning about.

Safeguarding

The arrangements for safeguarding are effective.

The designated safeguarding lead and the provider demonstrate a good knowledge and understanding of a wide range of indicators of abuse and neglect. They know who to contact should they be concerned about the welfare of children or the suitability of an adult working with children. Staff access regular safeguarding training; this helps to keep their knowledge up to date.

The premises are risk assessed by staff. If risks are found, the management reduce or eliminate the risks appropriately. Visitors to the nursery are appropriately supervised and informed of the settings policies and procedures in relation to mobile phones.

This helps to keep children safe.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage, the provider must: Due date ensure that staff:child ratios are met 16/08/2023 ensure that staffing arrangements meet the needs of all children and enable them to access the curriculum.16/08/2023 To further improve the quality of the early years provision, the provider should: develop consistent behaviour management strategies so that all children learn to manage their behaviour appropriately support the manager and staff to develop their individual skills to ensure consistent, good-quality teaching.