URN 2764932 · Inspected 2026-04-28 · Published 2026-06-15 · Inspector: Elisia Lee
Davyhulme Road Private Day Nursery Unique reference number (URN): 2764932 Address: Davyhulme Road Private Day Nursery, 10 Davyhulme Road, Manchester, M41 7DS Type: Childcare on non-domestic premises Registered with Ofsted: 22/12/2023 Registers: EYR Registered person: Davyhulme Road Private Day Nursery LTD Inspection report: 28 April 2026 Exceptional Strong standard Expected standard Needs attention Urgent improvement 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. How we evaluate safeguarding When we inspect settings for safeguarding, they can have the following outcomes: 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. Strong standard Expected standard Children's welfare and wellbeing Strong standard Staff understand children's individual care needs extremely well and are vigilant and consistent in their care routines. They follow routines from home as closely as possible, particularly for young babies who have multiple sleeps throughout the day. Staff support children as they learn about self-care, such as when they use the bathroom independently. Children who face barriers to learning are given additional time and support as they learn new skills. All children have forged secure attachments to their key person and know that they have a 'special' person they can go to for reassurance or help. Older children share ideas of activities they would like to do, which staff plan as much as possible. Children learn that their voice and opinion matters. Children are supported to understand their physical development, personal safety and health and wellbeing. For example, staff talk with children about using the steps on the slide safely, remind children to keep hydrated and support children to be aware of foods which are healthy, helping their good oral health. Children are superbly supported as they transition to the next age group. Staff share meaningful information with one another so that care is seamless for children as they move through the nursery. Staff understand children's interests, characters and changing moods. They diligently support children's emotional wellbeing. Children access sensory resources which help them to stay calm and learn how to recognise and manage their emotions. As a result, children are independent and inquisitive learners. Achievement Expected standard Children make progress in their learning and development. They independently access resources, lead their own play, express their needs and invite adults to join them as they play. Children express their needs and show that they are confident to share their ideas and make requests. Children gain high levels of confidence and self-esteem. Those children who may face barriers to their learning are supported well. For example, children enjoy sitting on the knee of their key person during group activities as they observe their peers. Children who speak dual languages are supported well. They have lots of opportunities to use language in context and recap on prior learning. Learning opportunities are differentiated for children. For example, older children are supported to identify their name and form letters as they show an interest in early mark making. Children achieve well in this setting and are well prepared for the next stage in their learning, including the move on to school. Behaviour, attitudes and establishing routines Expected standard Staff are positive role models and overall, promote good behaviour well. They encourage children to share, give gentle reminders about expectations and talk with children about how unwanted behaviour may make someone feel unhappy. Children listen well to instructions. For example, in the garden, children share resources and invite others to join in their play. Children in the toddler room enjoy helping to tidy up resources and pre-school children help their peers as they work together to build tall towers using construction blocks. Children have built positive relationships with their peers and staff. They enjoy cooperative play. For example, babies enjoy exploring sensory resources together, toddlers enjoy sharing small plastic bears as they group them together and pre-school children enjoy working together as they use pipettes, coloured water and real flowers to make pretend perfume. Children are encouraged to get along with each other through role play and games. Children take part in daily routines. For example, they wash their hands before lunch and post their name in a post box when they arrive to show that they have arrived. However, at times, routines are inconsistent for children. For example, staff give different instructions and use different strategies as children transition to different activities through the day. This can be confusing for children and does not support children to understand expectations throughout the day. Staff are aware of promoting attendance. If children do not arrive as expected, leaders telephone the child's home to ensure that all is well. Curriculum and teaching Expected standard Leaders have planned an ambitious curriculum which incorporates children's natural interests to enthuse and engage children in play. Planned activities are tailored to support children's individual age and stage of development. Staff offer sequenced learning opportunities for children to explore all areas of the early years foundations stage. For example, babies pull themselves to a standing position as they observe themselves in a mirror, toddlers use different tools as they play with sand and pre-school children use glue spreaders during an art activity. These activities help children to explore, build and establish their physical skills. Staff promote communication and language well. For example, younger children clap hands as they listen to rhymes, toddlers enjoy listening to stories and preschool children enthusiastically sing about the weather. The inclusive curriculum is adaptive to children's needs. Babies stare in delight as they watch bubbles floating in the air and toddlers develop an understanding of the natural world through looking for worms in the garden. Pre-school children build their knowledge of mathematics as they touch their own head as they count out loud, which helps them to understand the meaning of number. Overall, staff support children effectively. They use vocabulary in context and model how to use resources. However, on occasion, staff do not recognise when to extend children's learning to further enhance their understanding. Opportunities for children to make connections in their learning and extend their thinking skills are not yet consistent. Staff adapt teaching to support children who may face barriers to their learning. For example, they use visual prompts and give children lots of opportunities to recap on new knowledge. Staff adapt the curriculum to support children's learning and address any gaps in their learning. Inclusion Expected standard Staff identify and assess children's needs typically well. They are alert to any gaps that may emerge in children's development and reflect on the adjustments and strategies they can implement to support children's needs. For example, staff teach children hand signs which helps children to communicate their needs. Staff support children with special educational needs and/or disabilities (SEND) effectively. They are vigilant as they observe children and assess their needs. Staff adjust activities and the environment to support children to engage as much as possible and make individual progress. Staff who are responsible for the oversight of the provision for children with SEND are experienced and knowledgeable. They generally support staff to plan activities and implement strategies which allow all children to access an accessible and inclusive curriculum. Staff work closely with parents to understand children's changing needs. They have developed partnerships with other professionals and follow strategies that have been identified, such as specialist speech and language activities to support children's communication and language skills. Leaders work with staff to ensure that any funding that children receive is spent to have a positive impact and remove the barriers that children may face. Leadership and governance Expected standard Leaders and staff work together to offer high-quality care for children and place their needs at the heart of provision. Parent partnerships are well established. Parents are invited into the setting when children initially start and contribute to processes of ongoing assessment. Staff update parents on children's learning and development and share information to support consistency for children. For example, they share strategies that can be used at home to support children when they are toilet training. Professionals are welcomed into the setting and key information is shared with teachers as children prepare to transition to school. Staff are supported through processes of induction, staff meetings and training. Staff access targeted training based on the needs of children. They have recently attended training on promoting positive behaviour as they noticed some children were finding behaviour expectations difficult to understand. Staff share that they feel well supported by leaders and that their workload and wellbeing are always considered. Leaders regularly reflect on the provision for children. They evaluate practice to identify strengths and areas for development to directly benefit children. For example, they are currently developing an additional room for all children to use to enhance their physical skills through dance and yoga sessions. Leaders endeavour to do their very best for all children in their care as they develop new skills and establish a love for learning. What it's like to be a child at this setting This setting provides a warm and nurturing environment which provides a 'home-from-home' ethos. All children are welcomed, and their individual needs are supported and celebrated. The curriculum aims to promote the wonder of the world so that children are engaged and enthused as they work towards their next steps in learning. Children are active learners in this setting. The curriculum is sequenced to meet their age and stage of development and adapted to their needs. This removes barriers to children's learning and helps them progress from their starting points. All children are encouraged to build their confidence and have developed close attachments with staff. Babies hold up their arms for a cuddle, toddlers go to staff if they need reassurance and pre-school children invite adults to be part of their play. Children enjoy lots of opportunities to cooperate with one another and build their social skills. For example, when a group of children move to the next room, staff plan activities based on their joint interest so that children naturally engage with one another and build positive relationships. The nursery welcomes the views of parents and values their contributions. Parents are invited to be part of assessment and share those special moments from home so that staff can celebrate these too, such as a child taking their first steps. This supports consistency for children so that they feel settled and secure. Children's behaviour is positive. They listen to staff and are learning to share resources, play cooperatively and consider the feelings of others. Children show positive attitudes to learning and are active and independent learners. Older children are positive role models for younger children and enjoy being given small responsibilities while helping staff. Children express themselves, are able to make their needs known and demonstrate that they feel safe and secure. Attendance is promoted well and staff are quick to check if children do not arrive as expected. The uniqueness of every child is valued and supported. Children are happy, settled and secure in this setting which helps them to flourish. Next steps Leaders should support staff to consistently identify moments when they can extend children's learning, to support children to make connections and develop their thinking skills. Leaders should establish clear routines, particularly as children move between activities during the day, so that staff can give consistent messages to support children's Inspector: Elisia Lee About this setting Unique reference number (URN): 2764932 Address: Davyhulme Road Private Day Nursery 10 Davyhulme Road Manchester M41 7DS Type: Childcare on non-domestic premises Registration date: 22/12/2023 Registered person: Davyhulme Road Private Day Nursery LTD Register(s): EYR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00 Local authority: Trafford Facts and figures used on inspection This data was available to the inspector at the time of the inspection. understanding of expectations. About this inspection The inspector spoke with the senior leadership team, staff, the special educational needs coordinator, cook, parents and children during the 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. This data is from 28 April 2026 Children numbers Age range of children at the time of inspection 0 to 4 Total number of places 65 Our grades explained Exceptional Practice is exceptional: of the highest standard nationally. Other settings can learn from it. Strong standard The setting reaches a strong standard. Leaders are working above the standard expected of them. 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. Needs attention The expected standards are not met but leaders are likely able to make the necessary improvements. Urgent improvement The setting needs to make urgent improvements to provide the expected standard of education and/or care. The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people. 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. 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. 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