St Michael's Nursery School

St Michael's Nursery School Elm Bank Gardens, Barnes, London, SW13 0NX

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Inspection date

Previous inspection date 20 September 2016 22 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

 Partnerships with parents are strong. Staff work closely with parents, update them regularly on their children's progress and share ideas to support their children's continued learning at home.  Effective self-evaluation and a commitment from the manager and staff to continuous improvement have enabled the setting to maintain its good quality service. For example, the manager observes the quality of teaching regularly and provides training opportunities for staff to enhance their good skills and knowledge.  The well-planned learning environment captures children's interest and imagination as they play. For instance, children used the different features of the outside area, such as the play house, tunnel and water play, to support their fire and rescue role play.  Children make good progress and develop the key skills needed for when they start school. For example, they used their mathematical skills to count their scores as they

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This provision is good

played basketball and they recognised their own names.

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It is not yet outstanding because:

 Staff do not use observations of children's play and exploration consistently when children first start, to identify precisely all next steps in learning from the outset.  Occasionally, staff do not fully consider ways to maximise children's engagement and help them to make the best possible progress during some adult-led activities.

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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

 make better use of observations to identify children's next steps in learning consistently from the outset, to help all children make even better progress  improve opportunities during planned group activities to engage all children fully in their learning to help them make the best possible progress.

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Inspection activities

 The inspector observed teaching practices and the impact these have on children's learning.  The inspector held discussions with the manager, staff, children and parents.  The inspector read some of the setting's documentation, including the safeguarding policy and procedures.  The inspector sampled children's development information and records.  The inspector carried out joint observations with the manager.

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Effectiveness of the leadership and management is good

Leaders have established effective relationships with other professionals and providers to support continuity in children's care and learning. For example, they seek advice from specialists to support children who require additional help. A thorough induction programme is in place for new staff. The manager ensures that they understand policies, and ongoing support is provided through effective systems, such as mentoring. Safeguarding is effective. Staff have a secure knowledge of how to keep children safe. They have a clear understanding of the process to follow should they need to report any child protection concerns.

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Quality of teaching, learning and assessment is good

Staff skilfully support children's physical development. For example, they provide children with activities that help them develop their practical skills, such as peeling carrots, fine threading, and pouring dry sand through a funnel. Staff provide plenty of opportunities for children to use their early literacy skills. For instance, staff engaged children fully in a lively re-enactment of a story and helped them to recognise and write letters. Staff help children to develop their creative ideas. For example, children were encouraged to collect their own materials to create collages and to paint pictures. Staff plan activities to help children explore and develop their understanding of the world. For instance, an engaging themed area helped children learn about spiders and explore their own feelings.

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Personal development, behaviour and welfare are good

Staff are positive role models and they manage children's behaviour well. They teach children about good manners, rules and playing cooperatively. Staff are caring and attentive to children's needs. They help children to settle well and form strong bonds with others. Children are happy and secure. Staff support children's independence skills well and help them to develop a sense of responsibility. For example, children access their snacks independently, pour drinks, wash up and dry the equipment they have used. Children's good health is supported effectively. For example, they learn about hygiene practices and have opportunities to be physically active through, for example, regular yoga sessions and outdoor games.

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Outcomes for children are good

Children have good social skills and demonstrate a strong sense of teamwork as they play and explore together. They develop good conversation skills. For example, during role play and art activities, children clearly expressed their imaginative ideas to their friends. Children make their own choices, gain confidence, and are motivated to learn. For example, when children arrived they settled quickly, chose activities eagerly and demonstrated good concentration.

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Setting details

Unique reference number 509698 Local authority Richmond upon Thames Inspection number 1061600 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 5 Total number of places 50 Number of children on roll 41 Name of registered person Debucare Ltd

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reference number

Date of previous inspection 22 May 2013 Telephone number 02088780116

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reference number

St Michael's Nursery School registered in 2000. It operates in Barnes, in the London Borough of Richmond upon Thames. It opens from 9.15am to 12.30pm Monday to Friday and from 1pm to 3pm Monday to Thursday, during term time. The setting employs 13 staff. One member of staff holds qualified teacher status, one holds early years professional status, six hold an appropriate early years qualification at level 4, and one holds a qualification at level 3. The setting receives government funding for children aged two, three and four years.

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reference number

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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reference number

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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reference number

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reference number

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reference number

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

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