Eveline Day Nursery Schools Limited (The)

The Eveline Day Nursery School Ltd 14 Trinity Crescent, LONDON, SW17 7AE

p.1

Inspection date

Previous inspection date 12 June 2015 3 July 2012

p.1

This inspection: Outstanding 1

Previous inspection: Good 2 How well the early years provision meets the needs of the range of children who attend Outstanding 1

p.1

This inspection: Outstanding 1

The contribution of the early years provision to the well-being of children Outstanding 1

p.1

This inspection: Outstanding 1

The effectiveness of the leadership and management of the early years provision Outstanding 1

p.1

This inspection: Outstanding 1

The setting meets legal requirements for early years settings

p.1

This provision is outstanding

 Children make such excellent progress because they are emotionally secure and genuinely happy at nursery.  Staff are expert at preparing children for moves in the nursery or to school. Staff work together to share their expertise and knowledge about how best to prepare each children for change.  Staff are highly skilled at planning activities for individual children. As a result, children enjoy and are passionate about learning new things.  Management and staff work exceptionally well with parents. Parents are supportive and believe their children's needs are 'extremely well catered for'.  The quality of teaching is outstanding and children develop excellent problem-solving skills. The pre-school children learn to read and spell short words.  The highly stimulating environment offers children plenty of opportunities to practise their reading skills both indoors and outdoors. Although experiences for safe risk

p.1

This provision is outstanding

taking, such as climbing different resources, are not as extensive.  The manager extensively reviews the quality of the nursery practice. She monitors staff performance and provides staff with ongoing training. This ensures staff continue to support children to make outstanding progress.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

 develop further children's exploration and risk-taking skills, such as encouraging children to climb more using different resources.

p.2

Inspection activities

 The inspector observed children and staff during activities.  The inspector spoke to staff and management and completed a joint observation with the deputy manager.  The inspector spoke to children and parents, taking account of their views.  The inspector sampled relevant documentation.

p.2

who attend. This is outstanding

The nursery environment is extremely welcoming. The babies and children 'love' coming to nursery because the environment is extremely interesting. Children are passionate about learning new things. Staff are outstanding teachers and thoroughly understand the process of how children learn. They plan the most exciting and original activities and the child's choice is always at the heart of what they do. Staff take children's views very seriously and highly value the ideas that children want to include. The management and staff monitor children's progress rigorously. They provide excellent details about children's achievements to parents. Children rapidly progress from their starting points and are extremely ready for the next stages in their learning.

p.3

outstanding

Staff teach children how to be independent and, as a result, children have strong communication and social skills. Children are kind and considerate to each other because staff teach them the benefits of resolving conflicts. Children learn how to negotiate and problem solve in difficult situations as staff are excellent role models. To support children's emotional well-being, staff encourage siblings to spend time together each day. Babies benefit highly from a simulating environment that promotes their learning. They have ample space to crawl and toddle about. Babies choose to play inside or outside because they have their own garden attached to their class. Staff have inspirational behaviour management systems in place. They empower children with encouragement to make 'good choices' and reward children for excellent behaviour. Management and staff use extremely good systems for children who are new to the nursery. For example, staff

p.3

outstanding

handle settling-in sessions with great sensitivity. Children feel very secure and form exceptional relationships with each other and staff.

p.3

provision is outstanding

Management is highly effective as they support staff's professional development with supervision and regular team building exercises. The managers train staff on how to effectively plan and evaluate children's learning. They encourage staff to improve their level of qualification and support this. Management recognises the excellent effect that training has on staff knowledge. The management and staff are passionate about the nursery. They work extremely hard to ensure the atmosphere is happy, productive and simulating. The manager thoroughly understands her responsibility for safeguarding children. She ensures staff have regular child protection training so they are extremely confident about their responsibilities.

p.3

Setting details

Unique reference number EY438167 Local authority Wandsworth Inspection number 838984 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 0 - 5 Total number of places 50 Number of children on roll 74 Name of provider Eveline Day Nursery Schools Limited (The) Date of previous inspection 3 July 2012 Telephone number 020 8672 4376

p.4

Setting details

The Eveline Day Nursery School Ltd registered in 2012 and is in south west London. It is open each weekday from 7.30am to 6.30pm, for 51 weeks of the year. The nursery school is in receipt of funding for the provision of free early education for children aged three and four years. The are 23 staff employed, of whom 14 have an appropriate early years qualification. Of these, five have a level 2 and nine have a level 3 qualification.

p.4

Setting details

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.

p.4

Setting details

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

p.4

Setting details

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

p.5

Setting details

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

p.5