Bump & Beyond Day Nursery
Bump & Beyond Day Nursery is a day nursery in Audenshaw for children aged 0 to 5, with 91 registered places. Ofsted report card, 3 July 2026: Expected standard in 6 areas; safeguarding standards met.
Bump & Beyond Ryecroft Day Nursery Limited, Ryecroft Hall, Manchester Road, Audenshaw, M34 5ZJ
Key facts
- Type
- Day nursery (Full day care) (Ofsted childcare register, as at 30 June 2026)
- Ages
- 0 to 5 (Ofsted childcare register, as at 30 June 2026)
- Registered places
- 91 (Ofsted childcare register, as at 30 June 2026)
- Registered
- 28 October 2024 (Ofsted childcare register, as at 30 June 2026)
Opening hours
Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Source: Ofsted report, inspection on 3 July 2026
Who runs it
Bump & Beyond Day Nursery is run by Bump & Beyond Ryecroft Day Nursery Limited (Ofsted register).
Latest inspection
- Inclusion: Expected standard
- Curriculum and teaching: Expected standard
- Achievement: Expected standard
- Behaviour, attitudes and establishing routines: Expected standard
- Children's welfare and wellbeing: Expected standard
- Leadership and governance: Expected standard
- Safeguarding standards met
Source: Ofsted, inspection on 3 July 2026. Contains public sector information licensed under the Open Government Licence v3.0.
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.
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.
What Ofsted found in each area
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.
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.
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.
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.
What the setting must and should do next
The provider should:
- 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.
Ofsted's words, from the report on the inspection on 3 July 2026. Read the full report on the Ofsted website. Contains public sector information licensed under the Open Government Licence v3.0.
Ofsted report cards (England, from November 2025)
Since 10 November 2025 Ofsted has graded nurseries and pre-schools on a report card. There is no single overall grade. Instead, each of six areas gets one of five grades: Exceptional, Strong standard, Expected standard, Needs attention, Urgent improvement.
The six areas are inclusion; curriculum and teaching; achievement; behaviour, attitudes and establishing routines; children's welfare and wellbeing; leadership and governance. Safeguarding is judged on its own, as met or not met.
Expected standard means the setting does what Ofsted expects of every setting. Strong standard and Exceptional are above that; Needs attention and Urgent improvement mean Ofsted found things the setting has to put right.
Source: Ofsted reports
Funded childcare hours in England
All 3 and 4 year olds in England can get 15 hours of free childcare a week, for 38 weeks of the year.
Working parents of children aged 9 months to 4 years old can get 30 hours of free childcare a week for 38 weeks of the year (Free Childcare for Working Parents), if they meet the earnings rules. You confirm your details every 3 months.
Some 2 year olds can get 15 hours a week when the family gets certain kinds of extra support.
The hours are used at a registered provider that offers them, so ask each nursery how it offers the funded hours.
Source: GOV.UK: Free Childcare for Working Parents, check if you're eligible · GOV.UK: Free childcare and education for 2 to 4 year olds (checked 31 October 2026)
Other nurseries nearby
- Launch Pad Pre-School - Day nursery, Droylsden M43 7BB, ages 2 to 5, 72 places, 0.6 milesOfsted, 11 July 2024: Good overall; safeguarding is effective
- Infinity Childcare Ltd - Day nursery, Manchester M43 7AZ, ages 2 to 4, 45 places, 0.6 milesOfsted report card, 10 February 2026: Strong standard in 2 areas, Expected standard in 4 areas; safeguarding standards met
- Space Station Day Nursery - Day nursery, Manchester M43 7AZ, ages 0 to 3, 67 places, 0.6 milesOfsted, 24 June 2025: Good overall; safeguarding is effective
- Bright Stars Pdn - Day nursery, Ashton-Under-Lyne OL7 0TL, ages 0 to 10, 75 places, 0.6 milesOfsted, 30 May 2025: Good overall; safeguarding is effective
- The Learning Hive Nursery School - Day nursery, Manchester M34 5GB, ages 0 to 4, 106 places, 0.8 milesOfsted, 10 January 2023: Good overall; safeguarding is effective
Schools nearby
- Aldwyn Primary School - Primary, 0.2 miles
- Audenshaw Primary School - Primary, 0.4 miles
- St Stephen's CofE Primary School - Primary, 0.6 miles
- Hanthorn House School - Special, 0.6 miles
- St Mary's CofE Primary School - Primary, 0.6 miles