The Pelican Nursery

The Pelican Nursery St Anselms Church Hall, 286 Kennington Road, London, SE11 5DU

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Inspection date

Previous inspection date 29/07/2014 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Staff meet children's learning and development needs very well because planning is linked very firmly to assessments of children, which enables very good levels of challenge in activities.  Staff provide highly imaginative, rich learning experiences for children which results in children's excellent progress.  Staff prioritise children's safety. There is a biometric, fingerprint entry system and closed circuit television to help prevent intruder access.  Children are happy and settled because they have warm, strong relationships with staff.

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It is not yet outstanding because

 Staff have not fully developed displays that children can interact with and which support their learning.  Staff do not have extensive links with local schools to provide emotional support to children who move to school.

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Information about this inspection

Inspections of registered early years provision are:  scheduled at least once in every inspection cycle – the current cycle ends on 31 July

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection  prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the compulsory part of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector carried out a joint observation with the manager of an adult-led group activity.

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Inspection activities

 The inspector observed interaction between staff and children in the indoor and outdoor environments.  The inspector tracked the progress of several children.

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Inspection activities

 The inspector held a discussion with management and sampled a range of documentation.

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Inspection activities

 The inspector spoke to parents, staff and children and took their views into consideration.

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Information about the setting

The Pelican Nursery Ltd opened in May 2007 and re-registered due to the change of legal entity with the management structure in 2013. It operates from a large church hall which is situated in Kennington in the London borough of Lambeth. The nursery is open each weekday from 8am to 6pm for 50 weeks of the year, with closure for two weeks at Christmas, and for public bank holidays. All children share access to a secure enclosed outdoor play area. There are currently 50 children in the early years age group on roll. The nursery receives funding for free early years education for children aged three and four years. It is registered on the Early Years Register and the compulsory part of the Childcare Register. The nursery currently supports a number of children who speak English as an additional language. It employs eight staff, plus the manager all of whom hold appropriate early years qualifications. The manager and two members of staff hold

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Information about the setting

Montessori qualifications; three staff hold level three early years qualifications; two staff hold level two early years qualifications; and one staff member holds Early Years Professional Status. The nursery has implemented a communication and language scheme, 'Every Child a Talker'. It combines the Montessori educational philosophy and learning through play in the educational programme.

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To further improve the quality of the early years provision the provider should:

 develop displays further to reinforce children's learning of different concepts, such as numbers and nature.

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To further improve the quality of the early years provision the provider should:

 develop further links with local schools to provide emotional support to children who move to school.

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who attend

Children make excellent progress in this highly organised nursery. Staff provide rich learning opportunities that cover areas of learning comprehensively. They enable children to move freely between the indoor and outdoor areas, which caters for the different ways that children learn. Staff provide excellent structure to children's learning by using a Montessori approach which enables children to select resources independently according to their stage of development. This is combined with a learning through play approach the nursery has implemented a highly effective communication and language scheme, 'Every Child a Talker' which supports children's language skills extremely well. For instance, staff use creative story telling sessions involving puppets and prompts to engage children well with stories. This results in children interacting very well with stories and they learn about story structure, characters, simple plots and new vocabulary.

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who attend

Staff support children's literacy skills in excellent ways They teach children letter names and their associated sounds through letter songs. Children found their names on cards and used letter shapes to make their names. Staff help children to understand how to form letters through using textured letter shapes. Staff provide excellent opportunities for children to develop small muscle control and hand eye coordination skills. For instance, children use small polishing cloths to polish items of different sizes. Staff provide children with stimulating ways to experiment with making marks, such as by painting with twigs. Staff cater for children's different levels of ability very effectively. Children that are more able work out subtraction and addition sums using real life objects. Staff provide excellent support to younger children by using fruit cards and pegs which children use to match the pegs to a given number. This helps children to count securely. Staff have not fully

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who attend

considered how interactive displays linked to different concepts, such as number, could support children's learning further. Staff teach children to speak and listen in turn during group discussion times and reinforce turn taking through use of a sand-timer. Children use the well-resourced role-play area very well. They who play cooperatively with each other and negotiate roles to create highly imaginative role-play situations. Staff make very effective interventions in children's play and extend their language and thinking skills. For instance, children play with the doll's house furniture and decide to create a house. Staff ask children which rooms they need to create a house and discuss the purpose of each of the rooms, thereby helping children to understand human need for rest, food, and hygiene. This is an excellent way for children to learn about aspects of the world. The nursery provides children with exceptional skills for later use in school.

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who attend

Staff make very good use of the outdoor space available to provide great learning opportunities to children. They use the outdoor area at the front of the nursery to encourage children to move in different ways. Children practise their balancing skills on scooters and negotiate space skilfully in push cars. Staff teach children physical coordination skills as they play throwing and catching games. Staff regularly take children to the nearby park where children use different apparatus to develop a range of skills, such as climbing. Staff provide a wide range of other learning opportunities in the outdoor area. For instance, children express themselves creatively by using brightly coloured paint to make pictures. Staff teach children the names of mini beasts when they go on a bug hunt in the garden. This supports children's understanding of the world very well.

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who attend

Staff provide excellent support to children who learn English as an additional language. They use small portable voice recording devices to help children to learn the English names of objects by saying and repeating words. Staff learn key words in children's home languages so that children can be understood when they express their needs. Staff maintain comprehensive records of children's progress. They gather evidence of children's skills from regular, high quality observations and from samples of their art work, which they evaluate well. Staff use this information effectively to plan children's next steps for learning.

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who attend

Parents have very good opportunities to take part in their children's learning. Staff provide a nursery bear which goes home with children for parents and children to record the bear's activities. Children talk about the bear's adventures when they return to the nursery and this supports children's communication and language skills. Staff keep parents well informed of their children's progress through regular parent meetings where parents review their children's learning journals. Staff talk to parents each day to exchange information on children's care and learning activities which helps to keep parents up to date on their children's development. Additionally staff carry out progress checks for children aged two years and provide written summaries to parents.

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The contribution of the early years provision to the well-being of children

Children settle readily in this happy nursery. Staff have strong, secure relationships with children. They find out about children's skills and interests and reflect these well in activities so that children enjoy tasks. Staff provide suitable daily routines which children know, understand and follow readily. This helps children to feel secure. The nursery is organised attractively, which supports children's well-being. Staff provide a wide range of interesting resources in accessible, low-level, labelled storage units. This supports children's free choice and independence. Children behave in safe ways because staff teach children about road safety when out on local trips. Children know to walk indoors, and to tidy away floor toys to prevent accidents. They sit down sensibly when eating and drinking to avoid choking.

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The contribution of the early years provision to the well-being of children

Staff teach children healthy habits. They enable children to use the outdoor area each day and take them on visits to the local park where children practise a wide range of physical skills. The nursery cook provides fresh, nutritionally balanced appetising meals, which caters for any special dietary needs. This helps to protect children from eating inappropriate food. Staff encourage children to be independent and children select their own snacks and pour their drinks. Staff offer assistance where needed. Children put away used bowls and cups independently. They develop good personal hygiene routines because staff remind them to wash their hands at appropriate times to help prevent the spread of germs. Staff help to prevent cross infection by changing nappies in clean, comfortable areas.

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The contribution of the early years provision to the well-being of children

Staff manage children's behaviour in calm and fair ways. They use praise to motivate children to behave in positive ways. Where needed, staff remind children of expected behaviour and encourage children to resolve their differences. Staff manage key changes in the daily nursery routine well, such as lunch time, by encouraging children to line up calmly to use the bathroom. Although staff have made contact with local schools to pass on assessment information, they have not fully developed links with schools to provide emotional support to children who move to school. Children spend time in new groups before moving at the nursery and this helps children to settle readily. Staff teach children about cultural diversity by celebrating and discussing special events, such as Diwali where children made diva pots. This helps children to learn about and accept difference.

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provision

Staff work well to help ensure children's safety. There is a secure entry system to prevent intruder access. This consists of biometric fingerprint entry arrangement and closed circuit television covering all entrance points to the nursery. Staff carry out risk assessments covering all areas of the nursery, including outings which help to keep children safe. Management protects children further by performing comprehensive checks on all staff as part of the recruitment process. Management has good awareness of its role and responsibilities in relation to the requirements of the Early Years Foundation Stage and has a full range of policies and procedures to reflect this. Staff have good knowledge of these policies, for instance they know who to contact should they be concerned about a child and procedures to follow.

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provision

Monitoring of staff is effective. This is because management carry out regular staff supervision to address any areas of underperformance. Where they identify weakness in performance, the management team offers training or advice. They have scheduled staff appraisals to take place later in the year to address staff training needs. However, staff have attended First Aid and safeguarding training to help protect children from harm. A member of the management team works in the group room with children and this provides insight into the quality of staff practice. This enables managers to address any inconsistencies. Management carries out spot checks on planning and children's assessments, and address any variations in practice. Staff track children's progress and this indicates whether children are operating below expected levels of development so that they receive appropriate levels of support.

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provision

Staff have good partnerships with others involved in children's learning. They work well with parents by keeping them informed of their children's progress and provide good opportunities for parents to take part in children's learning. Staff have good links with the early years department of the local authority who provide advice and support on early years matters. Staff work well with community health professionals, such as speech and language therapists who offer advice and support. The management has a good awareness of the nursery's strengths and weaknesses because it evaluates practice regularly. Staff have formed clear priorities for improvements, such as further development of the outdoor area to enhance children's learning experiences. The nursery operates successfully and has good capacity to improve outcomes for children.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected within twelve months of the date of this inspection. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement action. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of

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Grade Judgement Description

the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted 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.

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Setting details

Unique reference number EY473757 Local authority Lambeth Inspection number 949831 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 0 - 8 Total number of places 40 Number of children on roll 50 Name of provider The Pelican Nursery Limited Date of previous inspection not applicable Telephone number 02078206600

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Setting details

set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises, which are usually the childminder’s own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children,

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Type of provision

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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