Nuffy Bear Day Nursery

Nuffy Bear Day Nursery Nuffield Health Fitness & Wellbeing Centre, Peaches Close, Sutton, Surrey, SM2 7BJ

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Inspection date

Previous inspection date 9 May 2016 28 May 2013

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 Staff work in close partnership with other professionals, such as speech and language therapists, to help reduce gaps in children's learning. Children make good progress from their starting points.  The managers work well with parents and other professionals to help ensure that children's move to school goes smoothly. For example, they invite school staff into the nursery and provide summary reports for parents to share with the schools.  Partnership with parents is good. The approachable and very caring staff team shares details of children's progress, and children talk keenly about the activities they enjoy.  Children are well mannered and behave well. For example, they use polite words, such as 'please' and 'thank you'. Staff help them learn to understand the consequences of their behaviour and why they need to apologise to each other.  Staff promote opportunities for children to interact and learn from each other. For

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This provision is good

example, younger children copy older children as they move their bodies to music.

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It is not yet outstanding because:

 Occasionally, staff miss opportunities to promote children's thinking skills further, for example, sometimes they do not question them about what they already know.  The managers do not yet use their monitoring process effectively to clearly identify the progress made by different groups of children, to help achieve the highest levels of outcomes for all children.

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

 strengthen opportunities for children to build further on their thinking skills  develop procedures to monitor the progress made by different groups of children, to help achieve the highest levels of outcomes for all children.

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Inspection activities

 The inspector observed the children and their interactions with the staff.  The inspector completed a joint observation with the manager.  The inspector viewed a sample of documents, including children's learning records.  The inspector took account of the views of parents and children.  The inspector held discussions with the manager and staff as appropriate.

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Effectiveness of the leadership and management is good

Self-evaluation is effective. The managers set clear priorities for improvement. For example, they have improved the key-person system and strengthened opportunities for staff and parents to work as partners in children's learning. Furthermore, the managers have helped to improve staff's skills, such as through in-house training and effective staff support sessions. For example, staff are now confident at identifying and planning precise next steps in children's learning. Safeguarding is effective. Staff know how to refer concerns about children's welfare and they complete regular risk assessments to help ensure the premises and equipment are safe to use.

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Quality of teaching, learning and assessment is good

Staff have a good knowledge of how to support older children's learning in preparation for going to school. For example, they encourage them to learn to care for their personal needs and they provide interesting opportunities to help them develop their early reading and mathematical skills. For example, some children know how to write their name and can confidently count up to 20. Staff provide a range of opportunities for young children to explore different media and materials. For example, children eagerly transfer water between containers and thoroughly enjoy using different equipment as they make mud cakes in the garden.

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Personal development, behaviour and welfare are good

Children are emotionally secure and develop friendly relationships with staff. For example, young children cover their eyes with a hat and play peek-a-boo with staff. Children make a positive contribution to daily routines. For example, at lunchtime, older children independently serve themselves food, and young children learn to use cutlery. Staff provide excellent opportunities for children to exercise and play in the fresh air. For example, older children attend swimming lessons at the local leisure centre. Children learn how to keep themselves safe. For example, they look over their shoulder to see if the path is clear before going backwards in their play vehicles.

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Outcomes for children are good

Children develop their understanding of technology. For example, they build on their curiosity as they shine a torch to light up the stars and planets in the sensory room. Children use their imagination in their play, for example, they pretend to get toy people ready for school and make pancakes for their breakfast. Young children develop an interest in books. They learn to turn book pages and they curiously lift the flaps to view the pictures. Children engage in a range of activities that stimulate their interest and they make good progress towards the next stages in their learning.

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Setting details

Unique reference number EY406570 Local authority Sutton Inspection number 1028738 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register Age range of children 1 - 4 Total number of places 16 Number of children on roll 20 Name of provider Nuffield Health Date of previous inspection 28 May 2013 Telephone number 02087707858

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Setting details

Nuffy Bear Day Nursery registered in 2010. It is situated in Sutton, in the London Borough of Surrey. The nursery is open each weekday from 7.30am to 6pm for 51 weeks of the year. The nursery is in receipt of funding for early education for children aged two, three and four years. Five staff work with the children; of these, three hold childcare qualifications at level 3 and two hold qualifications at level 2.

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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.

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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.

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Setting details

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Setting details

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Setting details

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

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