Bump & Beyond Day Nursery

Bump & Beyond Day Nursery
Unique reference number (URN): 2808824
Address: Bump & Beyond Ryecroft Day Nursery Limited, Ryecroft Hall, Manchester Road, Audenshaw,
M34 5ZJ
Type: Childcare on non-domestic premises
Registered with Ofsted: 28/10/2024
Registers: EYR, CCR, VCR
Registered person: Bump & Beyond Ryecroft Day Nursery Limited
Inspection report: 3 July 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement

Expected standard
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.
Achievement Expected standard
Children make progress from their respective starting points. Staff can talk about the
progress children make and their next steps, however leaders understand that the tracking
of these could be more refined. Children learn to communicate well. Babies learn to babble,
toddlers speak in full sentences, and older children engage in longer conversations. Each
stage is appropriately supported and modelled by staff. Children with special educational
needs and/or disabilities learn to communicate effectively through objects of reference.
Children are taught patience and can concentrate through their play. Children choose to play
together and will take turns meaning that children may need to wait longer for their turn,
which they do. Children are engaged in activities for sustained periods. For example, babies
explore textures for long periods, staring and touching the resources.
There are clear transition procedures in place. Children are well supported with this. Each
transition is child-led, ensuring they are prepared for their next stage of learning. Staff have
links with local schools so that their children are school ready.
Behaviour, attitudes and establishing routines Expected standard
Children have positive relationships with staff. Staff are caring and respectful towards
children. Children are taught to interact with their peers in the same way as moments of
conflict are resolved in a calm and kind manner. This supports children's personal, social
and emotional development. Positive behaviour is expected and encouraged. Children
share and take turns when playing games. For example, babies begin to offer resources to
others who take them gently. Staff take time to include all children in games, by purposefully
seeking those children who observe play. They encourage and celebrate with children,
which boosts their confidence and self-esteem.

Staff understand the importance of regular attendance and share this with parents. There
are robust policies in place to overcome this and generally attendance is positive. Parents
are punctual so children are ready to start their day and are settled.
Clear routines for the day help children, particularly those with special educational needs
and/or disabilities (SEND), to understand what is happening next. Children with SEND are
given frequent reminders of what will happen next so that they are prepared and there is
little disruption. These routines are organised well, so children remain engaged. For
example, staff manage handwashing and seating children for lunch, while it is served by
other staff, meaning children are not waiting for long periods of time.
Children's welfare and wellbeing Expected standard
Children develop relationships with all staff and secure attachments to key persons. Babies
approach staff for cuddles, who respond warmly. Staff know the children well and
understand their individual needs. Children are encouraged to regulate their emotions, using
quiet spaces and talk about their feelings.
Staff have provided a nurturing and safe space for children. Children are confident to share
their wants and needs. They have developed their self-help skills such as clearing away
after lunch and washing hands. Babies touch and squeeze wash cloths, showing they are
beginning to understand their use and toddlers wash hands properly. Children enjoy a range
of healthy meals and snacks. They are taught about the importance of this and discuss
which vegetables they like. Staff support parents to provide healthy packed lunches which
meet the dietary needs of their child.
Effective care practices are in place to support the children. Staff follow thorough safer sleep
practice, and feeding routines are well managed. Children have regular access to the
outdoor area where a range of activities support their physical development. Transitions into
and out of rooms, for example to use the toilet or go outside, are well managed. Children
understand the expectations and remain safe.
Curriculum and teaching Expected standard
Staff are aware of what their children can do. There is a curriculum which is very much child
led. While all areas of learning are covered, staff typically focus on children's interests and
making learning fun. While leaders reflect that their curriculum is in its infancy, they
understand how to improve their curriculum offer. Staff are aware of what they want children
to learn and their next steps. On occasion, more emphasis is placed on children's interests
than the learning intention and so children do not learn as quickly.
Children's language is developed well across the setting. Babies hear single words and
much commentary around their play, whereas older children engage in meaningful two-way
conversations with adults. Children are encouraged to use a range of vocabulary through
stories and rhymes. Mathematical language is embedded in play. Children's physical
development is incorporated regularly in play. Babies are encouraged to crawl to resources,
whereas older children climb, run and throw and catch balls.

Staff adapt their teaching to meet the needs of children with special educational needs
and/or disabilities (SEND). They use support plans to best inform their practice and work
closely with parents. Staff ensure children with SEND have the same learning opportunities
for their physical development as they use the soft-play area when needed.
Inclusion Expected standard
Staff know their children well and are quick to identify their needs. They work with external
agencies, making referrals and seeking advice to best help children. Staff are quick to
implement these strategies. They aim to reduce barriers to learning by creating a curriculum
which is specific to the child's needs and interests. Staff are aware of the range of needs
that their children have and keep each individual child at the centre of the care they provide.
They continue to have high expectations for these children. Additional funding is used
appropriately to support the individual needs of children and enhance learning. Leaders
monitor the impact of this spending to ensure it is used effectively.
Leaders have planned specific uses for each of the many rooms in the setting to best meet
the needs of children, their families and the community. Children access the local park to
developing their physical skills where they may not have this opportunity. There is a soft-play
area to support children with special educational needs and/or disabilities and children who
would not ordinarily access this outside of the setting.
Children's progress is monitored by staff. They are proactive to find alternative strategies
when needed. They make adaptions to activities to include all children in learning.
Leadership and governance Expected standard
Leaders are passionate about the care that they provide for their children. Leaders fully
understand the context of their setting. They understand the strengths and the barriers that
they face. Leaders are aware of their areas for improvement and talk enthusiastically about
their future. Since opening, the setting has experienced rapid growth and leaders have had
to react quickly and often, to maintain high standards for their children. Staff report that their
workload and wellbeing are considered. They speak highly of each other and know that they
are supported. Leaders reflect on practice within the setting. This is shared positively and is
encouraged to be seen as a learning opportunity.
The setting is currently undergoing a change of special educational needs coordinator.
Leaders are working together to support this transition. Staff are encouraged to continually
access training and support. Staff have regular supervisions and one-to-one meetings.
Leaders work collaboratively with staff, seeking their thoughts and ideas to continually
improve outcomes for children.
There are positive partnerships with parents across the setting. Parents and carers report
that they are happy with the care received and comment that staff are 'dedicated'. Leaders
seek feedback from parents to improve care and strengthen these relationships.

Compulsory Childcare Register requirements
This setting has met the requirements of the compulsory part of the Childcare Register.
How we check if a provider meets the requirements of the Compulsory Childcare
Register
When we check if settings meet the Compulsory Childcare Register requirements, they can
have the following outcomes:
Met
Not met
Voluntary Childcare Register requirements
This setting has met the requirements of the voluntary part of Childcare Register.
How we check if a provider meets the requirements of the Voluntary Childcare
Register
When we check if settings meet the Voluntary Childcare Register requirements, they can
have the following outcomes:
Met
Not met
What it's like to be a child at this setting
Children are welcomed into a warm, happy setting. There are clear routines for the day, so
children settle quickly. Children have positive relationships with all staff and seek them to
provide comfort. Interactions between staff and children are respectful and caring. Children
learn to interact in the same respectful way with their peers from a young age, as this has
been modelled well. Children have developed their social skills and play well with their
peers. Families speak highly of staff and the setting. They report that staff are 'caring' and
the setting provides a 'calming space' for their children.

Inspector:
Laura Farrell
About this setting
Unique reference number (URN): 2808824
Children enjoy their learning and are engaged as their interests are well considered for
activities. Staff know their children well and create learning opportunities that they know
children will appreciate. These support their development in all areas of learning meaning
they are ready for the next stage in their learning. Children enjoy playing outdoor games
such as hide and seek. Their physical development is well catered for through obstacle
courses and slides. Staff are aware of the barriers that their children may face and work to
overcome these so that all children make progress.
The setting has high standards for behaviour and promotes self-care skills, such as
handwashing. Children use their manners and are polite towards staff. Leaders promote
attendance and are keen to welcome families into the setting from a young age. Children
are supported from birth up to school age and beyond as the setting seek to provide the
best opportunities for children. There are working relationships between external agencies,
such as the local hospital and local schools, to offer this care.
Next steps
Leaders should ensure the curriculum offered is of a consistently high standard for all
children.
Leaders should ensure that all children consistently make progress from their respective
starting points.
Leaders should continue to reflect on their improvement journey and ensure changes
become embedded practice.
About this inspection
The inspector spoke with leaders, practitioners, designated safeguarding leads, and 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.

Address:
Bump & Beyond Ryecroft Day Nursery Limited
Ryecroft Hall, Manchester Road
Audenshaw
M34 5ZJ
Type: Childcare on non-domestic premises
Registration date: 28/10/2024
Registered person: Bump & Beyond Ryecroft Day Nursery Limited
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Tameside
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
0 to 5
Total number of places
76
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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