The Burrow Early Years Day Care

The Burrow Early Years Day Care
Unique reference number (URN): 2805798
Address: St Clement's Parish Hall, The Nook, Urmston, Manchester, M41 9GP
Type: Childcare on non-domestic premises
Registered with Ofsted: 19/09/2024
Registers: EYR
Registered person: Davyhulme Pre-School Limited
Inspection report: 3 July 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
Achievement Strong standard
Children develop a secure sense of belonging within the setting due to the loving care they
receive. All children, including those who face barriers to their learning, make excellent
progress from their starting points, enabling children to achieve their full potential. Children
demonstrate thought provoking curiosity about the world around them. They show great
excitement when engaging in their bug hunt, looking for insects and bugs under the logs
with their magnifying glass. They are fascinated by the different ants and watch them eating
the leaves. The children listen and copy the sound of the wood pigeon and recall past
learning experiences, such as when they found the wood pigeon on the bird-watch cards.
They use rich and expressive language to describe the bird and its feathers. As a result,
children are well prepared for their next stage of learning, with secure knowledge, skills and
a positive attitude to learning.
Behaviour, attitudes and establishing routines Strong standard
The setting's culture is defined by high expectations and a planned approach to emotional
regulation. Relationships are characterised by deep mutual respect. Staff do not merely
manage behaviour but actively scaffold children's social-emotional intelligence. Leaders and
staff establish a positive environment and are excellent role models. They embed commonly
understood, high expectations for behaviour according to a child's age and stage of
development across the setting. Routines are seamlessly embedded, allowing transitions to
occur with minimal adult intervention.
Children demonstrate high levels of self-regulation. Their behaviour is impeccable and they
play alongside each other exceptionally well. Staff skilfully guide children to work beautifully
together, and they talk through feelings in most activities. Children demonstrate thoughtful
teamwork, coordinating their efforts as they help one another to move the cones out of the
way of the bikes safely and efficiently. They require minimal adult intervention and
consistently show high levels of respect, patience and turn-taking. Leaders prioritise the
importance of children's attendance, and this is carefully monitored. This is successful in
ensuring that any barriers to attendance are immediately identified and supported. As a
result, children have consistently positive attitudes to their learning and to each other. The
staff are exemplary role models. They have extremely high expectations of children and
teach them about respect and tolerance. For example, the children sit together at lunch and
wait patiently for their friends to finish before they go to play. Staff have high expectations, a
nurturing manner and well-established routines to support children's outstanding behaviour.
Children's welfare and wellbeing Strong standard
Children's welfare and wellbeing is given high priority across 'The Burrow'. Leaders plan
extremely supportive transitions for each individual child. They allow extra sessions so that
children settle at the setting and develop confidence in their new surroundings in their own
time. Staff develop nurturing relationships with all children, especially their key children,
while working closely with parents. They know the children extremely well and use their

knowledge to support children as they transition through the nursery. For example, they
share information with other staff, and the school to ensure children have a seamless
transition.
Staff fully support all children to understand that physical development, oral health and
personal safety are fundamental to their overall health, learning and wellbeing. They explain
to children about safety when they are on outings and having cones around hazards means
danger. They have set up an activity with teeth coloured and the children have to brush the
teeth clean with the toothbrushes. This shows that they are learning about oral health and
how these routines keep them safe and healthy. The staff take the children on daily walks to
encourage physical activity. They stop at the fruit bush on their walk and talk about coming
back to pick them when they are ripe to make a pie. Children's welfare and wellbeing are
expertly supported through attentive care, responsive relationships and health promoting
routines. Children feel secure, develop confidence and are supported to thrive.
Inclusion Strong standard
Leaders create a robust culture of inclusion that supports every child. The identification of
children's needs is immediate and takes place from the moment children start at the setting.
Staff gather a wealth of information from parents. They learn about what children know and
can do, their cultures and beliefs, information about their home life, health and any barriers
to their learning. Leaders and the team are highly committed to their work with children.
They ensure all children, particularly those who face barriers to their learning, have the best
possible start to their education. Leaders consider children's individual needs, when making
decisions. They use additional funding to promote children's gross motor skills, particularly
for disadvantaged children.
Children build confidence in their physical abilities. Staff ensure that children are closely
assessed, and prompt support put in place when needed, to help children reach their full
potential and/or catch up to their peers. Leaders ensure that children who are known to, or
previously known to, children's social care are well supported. They welcome other agencies
into the preschool to work in partnership with children and families. These children develop
extremely close bonds with their key person to help them feel safe and secure.
Leadership and governance Strong standard
The enthusiastic, proactive leaders and inspiring staff team at 'The Burrow' provide carefully
tailored care and planned learning opportunities for all children including children who face
barriers to learning. Leaders work collaboratively as an excellent team and have high
expectations for all children. They continue to evaluate the preschool and have a reflection
book where they share ideas. They frequently reflect on the activities and the environment
to ensure it meets the children's needs. Professional development is given high priority.
Leaders develop secure links with the local community. For example, children visit a local
foodbank. Additionally, leaders successfully encourage children to participate in initiatives
which focus on environmental awareness, sustainability, and recycling by donating and
purchasing at the local charity shop.
Staff's wellbeing is a clear strength. Leaders check in with staff often and use supervision to
offer guidance, reassurance and professional challenge. The open-door culture is genuine.

Expected standard
Staff say they can talk to leaders at any time and feel heard. As a result, morale is high, and
staff feel happy in their jobs, and stability across the team benefits children every day.
Leaders and staff proactively work in partnership with parents and other professionals to
secure the best support and care for their children.
Curriculum and teaching Expected standard
Leaders and staff have designed a broad and sequenced curriculum at 'The Burrow'. This is
generally delivered well. Staff use information from parents and carers and their own
observations to understand children's starting points. However, staff should fully consider
what children already know to continually extend their learning and help them make the best
possible progress in all areas of learning. Leaders have designed a curriculum that is
ambitious, creative and highly responsive to children's needs. Staff put their heart and soul
into teaching. They model ambitious vocabulary and give children time to practise and
embed new words. For example, children play in the water and ask a staff member what the
item is and she replies, 'It is a pipette' and shows him how to fill it '...and this is a syringe'.
Staff's interactions ignite children's thirst for learning. For example, staff colour and add
bubbles to the water in the water tray so that children cannot see different objects and ask
children to pick them out and describe them. Children pull out the different-shaped letters
and describe objects the letter begins with. This supports children's problem-solving and
thinking-skills.
Staff provide consistently high-quality teaching opportunities that overall support children's
learning, including children that face other barriers to learning and/or wellbeing. The
curriculum for physical development is extremely ambitious. Staff use their spacious garden
expertly well providing activities that have a positive impact on children's physical health. For
example, the children race around on bikes with helmets on at extreme pace, making their
own decisions about direction and speed. They ride around the forest garden, using creative
thinking by moving the cones to weave in and out. This means that children are able to
measure their own risk and be active.
What it's like to be a child at this setting
At 'The Burrow' all children are supported individually to grow holistically in this welcoming,
friendly and fun setting. Children arrive at the setting confidently. They independently hang

Inspector:
Nicky Martin
About this setting
Unique reference number (URN): 2805798
their coat and bags up on pegs and self-register, ready to start their day. The leadership
team and staff welcome families with genuine warmth and love. Their emotional wellbeing is
given the utmost priority, and children are very happy and settled as they are safe and
secure. Staff are highly skilled in supporting children who may need additional emotional
support. For example, through offering extra sessions to help children settle. There are a
wealth of opportunities for children to learn about the natural world. They use their senses to
explore the unique and vibrant woodland area. For example, they go on a bug hunt with they
listen to the wood pigeon and recall they have seen it on their bird-watch cards. This
demonstrates that children are developing a knowledge and understanding of the world
around them. Children flourish and develop well. They have high levels of self-esteem and
are extremely confident.
Children are surrounded by attractive reading materials. Story time is a joyous occasion,
where children cannot contain their excitement. Children learn an array of stories and
rhymes, which encourages their language and literacy development. For example, as they
shout out, 'There's a shark in the park', the children enjoy using their telescopes to look for
the shark in the story. Positive relationships are a hallmark of this remarkable happy
preschool. Children behave exceptionally well and are provided with a relaxed environment
where they feel valued and able to be themselves.
Next steps
Leaders should support all staff to plan and sequence the curriculum and fully consider
what children already know to continually extend their learning and help them make the
best possible progress in all areas of learning.
About this inspection
The inspector spoke with leaders, practitioners, and parents 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.

Address:
St Clement's Parish Hall
The Nook
Urmston
Manchester
M41 9GP
Type: Childcare on non-domestic premises
Registration date: 19/09/2024
Registered person: Davyhulme Pre-School Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 16:00
Local authority: Trafford
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 3 July 2026
Children numbers
Age range of children at the time of inspection
2 to 3
Total number of places
25
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.
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