Excelling Kids Daycare

Excelling Kids Daycare
Unique reference number (URN): 2858622
Address: Sure Start Children's Centre, 22 Lyndene Road, Wythenshawe, Manchester, M22 4PZ
Type: Childcare on non-domestic premises
Registered with Ofsted: 31/10/2025
Registers: EYR, CCR, VCR
Registered person: Excellent Excel Limited
Inspection report: 27 March 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.

Expected standard
Achievement Expected standard
All children, including those with special educational needs and/or disabilities and those who
speak English as an additional language benefit from effective support in their learning and
development. They achieve well and make typical progress from their starting points. A
strength of the curriculum is how it supports children's communication and language skills.
Children engage in meaningful conversations with each other and use a wide range of
vocabulary. They show a love of reading. Children enact the roles of characters, share
books with their friends and recall a trip to the library.
Children like to explore their creativity. They show high levels of engagement while painting.
They paint in the style of different artists and demonstrate a love for learning. Children show
determination while learning how to solve problems, such as learning the names of shapes.
They show excellent physical dexterity while playing outdoors. Children are well prepared
for their next steps in learning.
Behaviour, attitudes and establishing routines Expected standard
Staff have created a safe and nurturing environment where children feel valued and
supported. They provide children with clear and consistent messages about the
expectations for their behaviour. Staff are positive role models and teach children about
respect, acceptance and tolerance. Children form secure attachments with staff and develop
friendships with their peers. They share toys and take turns in their play. Children behave
well and know what is expected of them.
Staff teach children the importance of recognising and knowing their own feelings and
emotions. Children take part in relaxation activities, such as yoga and meditation. Children
focus on their breathing patterns to help keep them calm and relaxed. They discuss their
emotions and talk about strategies to use if they are feeling a certain way. For example,
children tell staff how they can cheer their friends up if they are feeling sad, such as giving
them a hug to make them feel better.
Leaders implement robust systems to foster children's regular attendance. They work in
close partnership with parents and carers to address barriers effectively, including offering
flexible attendance arrangements to support family circumstances. This approach has a
positive impact on children's attendance.
Children's welfare and wellbeing Expected standard
Care practices are effective. Staff are sensitive to children's individual needs. For example,
they adapt settling-in sessions for children with special educational needs and/or disabilities
to better support their emotional wellbeing. This approach helps children to feel secure and
they develop a strong sense of belonging.

Staff teach children about the importance of keeping physically active. They visit the park
and take part in an assault course. Staff talk to children about the importance of exercise.
Children listen to the rhythm of their heartbeats after running outside. They show a growing
awareness of the importance of keeping their bodies healthy. Staff teach children about
keeping safe while they are away from the nursery. Children talk about the importance of
road safety. They relish visits from a crossing patrol officer, where they learn how to use a
pedestrian crossings safely.
Routines are securely embedded across the nursery. For example, staff tailor sleep time
arrangements to children's individual needs. They follow the latest government safe sleep
guidelines and show a secure understanding of the importance of sleep for children. Staff
provide activities that help children to recognise and talk about their emotions. Children
enjoy sharing books that explore their feelings. Staff respond sensitively, offering
reassurance and guidance when needed.
Curriculum and teaching Expected standard
Overall, leaders provide children with an ambitious curriculum. It builds on the small steps of
knowledge that children need to learn and the order that this should follow. Older children
enjoy taking part in a number hunt outdoors. They demonstrate their mathematical
knowledge through counting. However, some aspects of the curriculum need to be further
refined to ensure that it consistently keeps younger children engaged in their learning. For
example, some staff pitch some activities too high for younger children and they lose
interest in their learning.
Children with special educational needs and/or disabilities receive a bespoke curriculum.
This helps to ensure that they are not at a disadvantage. Children receive broad learning
experiences that keep them motivated to learn. All children make expected progress across
the areas of learning.
Staff assess children's communication and language skills when they first start. This
provides staff with a clear understanding of how they can best support children to be
confident communicators. Staff refer children to external professionals, such as speech and
language therapists. This helps barriers to children's communication to reduce and helps
children to make secure progress in their communication and language.
Staff give priority to children's physical, personal and social development. Children relish
playing outdoors. Staff skilfully encourage children to use climbing apparatus and teach
them how to be kind towards one another. Children show excellent social and personal
skills. This supports children well in readiness for their move on to school.
Inclusion Expected standard
Leaders ensure that each child that attends the nursery is included. They are proactive in
removing barriers to learning, such as adapting the timings of sessions to allow children to
have their full early education entitlement. Leaders are aware of the diverse area in which
children live and belong to. They teach children about some festivals and celebrations. That
said, leaders have not thought about how they can best support children in gaining a
broader understanding about similarities and differences between themselves and others.

Leaders prioritise staff's training on the approach to support children with special
educational needs and/or disabilities (SEND). They maintain secure partnerships with
external professionals. This ensures that timely interventions are provided for all children,
including those with SEND and those who speak English as an additional language.
Leaders use additional funding very well to support children and their families. They provide
training for families to better support children's communication and language development at
home. Additionally, children are taken on visits to places that they would not usually
experience, such as the farm. These experiences help to ensure that children receiving
additional funding are not at a disadvantage.
Leadership and governance Expected standard
Leaders have a clear vision for the nursery and want the best for children and their families.
Self-evaluation is accurate. Improvement plans are sharply focused, and include the views
of parents, carers and children. In the main, leaders have successfully implemented a
programme of professional development, coaching and mentoring for staff. They meet with
staff on a regular basis to check in on their ongoing suitability to work with children.
However, the programme of professional development does not focus on helping staff to
raise the quality and consistency of their teaching.
Leaders place a high priority on staff wellbeing and are mindful of workload demands. They
ensure that staff have dedicated time to complete paperwork and other tasks. Staff
commend leaders for their support. They state that working at the nursery is like being part
of 'one big family'.
Leaders know the importance of working with external professionals to ensure that children
get the support that they need. This is particularly evident for children with special
educational needs and/or disabilities and children who speak English as an additional
language. This helps barriers to children's learning to reduce and supports children to make
secure progress.
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 happy and safe at this vibrant nursery. Staff greet them with a hug and a smile
each morning. Children have a sense of belonging and are self-assured individuals. Staff
nurture children's independence by encouraging them to take pride in caring for themselves
and their surroundings. For example, the teach children how to dress independently and
help to tidy toys away. Staff obtain information about children's learning from parents and
carers. These initial starting points help staff to provide activities that capture children's
interest and keep them motivated to learn. Staff provide children with a curriculum that
builds on what they already know and can do. They skilfully weave in experiences that
enable children to learn new skills and allow them to express their individuality. For instance,
children listen to music and learn new movements during dance sessions. Children relish
these experiences and beam with delight.
Children with special educational needs and/or disabilities are supported well. Early
intervention, external support and close partnership working with parents ensures that
barriers to children's learning are reduced. Staff make sure that children have assessments
when they first start. Any gaps in learning are targeted with individualised plans. This means
that children with SEND get off to a flying start to their early education.
Staff support children incredibly well for their eventual move on to school. Links with the
local primary school are rooted in mutual trust and respect. Staff meet with teachers and
invite them into the nursery. Children visit their new teachers and get to see their new
classrooms. This helps children to build a sense of excitement about their next steps in

Inspector:
Luke Heaney
About this setting
Unique reference number (URN): 2858622
Address:
Sure Start Children's Centre
22 Lyndene Road
Wythenshawe, Manchester
M22 4PZ
Type: Childcare on non-domestic premises
Registration date: 31/10/2025
learning. Staff have robust procedures in place to encourage regular attendance. Children
attend nursery regularly and confidently share that they enjoy being there.
Next steps
Leaders should support children to gain a broader understanding of similarities and
differences between themselves and others.
Leaders should refine the curriculum for younger children to keep them better engaged in
their learning.
Leaders should strengthen the programme of professional development to help raise the
quality of teaching.
About this inspection
The inspector spoke with leaders, staff, parents and carers, and children during the
inspection.
The inspector held a meeting with a representative from the local authority.
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.

Registered person: Excellent Excel Limited
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 19:00
Local authority: Manchester
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 27 March 2026
Children numbers
Age range of children at the time of inspection
0 to 3
Total number of places
33
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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