Richmond Grena Road Day Nursery

Richmond Grena Road Day Nursery Grena Road, Richmond, TW9 1XS

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Inspection date

Previous inspection date 19 January 2017 4 August 2016

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3

Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Requires improvement Outcomes for children Requires improvement

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This provision requires improvement. It is not yet good because:

 Teaching is not consistently strong. Leaders and managers have implemented checks on the quality of teaching and provide support for staff, but inconsistencies in practice remain.  Some adults to not make the most of learning opportunities to promote children's communication and language skills further. For example, they do not routinely allow children time to respond to one question before asking the next.  Leaders and managers are at an early stage of implementing systems to track and monitor the progress made by different groups of children. This includes, boys, girls and children who speak English as an additional language.

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It has the following strengths

 Adults help preschool children learn about the backgrounds and experiences of others. For example, children find out how their friends celebrate Chinese New Year and excitedly joined in a traditional dragon dance.  Parents said improved communication with staff about their child's day is helping them to support learning at home.  Adults get to know children well when they first start at the nursery. Children form good relationships with adults. For example, babies look for a reassuring hug from their key workers when there is a change in routine or an unfamiliar adult enters the room.

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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

 ensure teaching, learning and assessment is consistently strong and children are supported to make the best progress possible  promote children’s language development further by ensuring adults allow enough time for children to think and respond to one question before moving onto the next  fully implement the system for tracking and monitoring the progress made by different groups of children to make sure that any gaps in learning are quickly addressed.

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Inspection activities

 The inspector observed activities across the nursery both inside and outdoors.  The inspector spoke with members of staff, including room leaders and children at appropriate times during the day.  The inspector carried out two joint observations with the nursery manager.  The inspector held a meeting with the nursery manager. She spoke with four members of the company's wider management team who were present on the day of the inspection.  The inspector took account of views of parents spoken to on the day of the inspection.  The inspector looked at children's records, planning documentation, the nursery's self- evaluation, evidence of suitability of staff and a range of other documentation, including policies and procedures.

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Effectiveness of the leadership and management requires improvement

The manager has set high expectations for her team and they have worked together to bring about improvements since the last inspection. Staff morale has improved. Staff say they have a better understanding of their role and responsibilities. Leaders and managers are now supporting room leaders to more effectively use their observations of teaching to help staff to recognise what they need to do to improve their practice. Safeguarding is effective. Staff demonstrate and articulate a clear knowledge and understanding of how to keep children safe. They use ‘Candy Floss’, the nursery's safety mascot to help children gain a greater understanding of how to stay safe. For example, children know why they need to wear high visibility jackets when on outings. The environment is safe and the 'red spot' system acts a reminder to staff about the risks involved in some activities.

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Quality of teaching, learning and assessment requires improvement

Adults observe children regularly to find out what they know and can do already. They use this information to plan an appropriate range of activities and learning opportunities. However, some adults lack confidence in identifying what children need to do next and how to support children to move on in their learning. Adults in the baby room follow children’s interests well and support them as they play. Babies 'beam' with delight when they look in the mirror and recognise their reflection. Adults support children's communication and language skills by providing a commentary and modelling language. However, some adults ask younger children and those who speak English as an additional language a constant steam of questions and do not allow them time to think and respond to one before asking the next.

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Personal development, behaviour and welfare require improvement

There is some variability in how adults help children develop their independence. For example, as younger children get ready to play outside some adults encourage children to put on their own coats while others miss this learning opportunity. Children enjoy healthy and nutritional meals and confidently provide feedback to the cook. Pre-school children help to lay the table, pour their own drinks and serve their meals. Younger children are learning about healthy eating as they talk about the ingredients they weigh and add to the bowl while cooking. Adults help children know what is right from wrong. Children talk about taking turns and being kind to their friends.

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Outcomes for children require improvement

Due to inconsistencies in teaching children do not make the progress they could. Leaders and managers are at an early stage of implementing a system to check and monitor the progress for individuals and different groups of children. They plan to use this information to identify and address any gaps in learning. Children in the pre-school room develop some of the key skills they need to be ready for school. They work out the instructions to programme the electronic bee to move in the right direction. They use their imaginations well as they play in the 'muddy kitchen' and write the food order ready to give to the chef. Adults work closely with other professionals so children with special education needs and/or disabilities get the help they need.

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Setting details

Unique reference number EY492608 Local authority Richmond upon Thames Inspection number 1074162 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 5 Total number of places 138 Number of children on roll 98 Name of registered person Bright Horizons Family Solutions Limited

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reference number

Date of previous inspection 4 August 2016 Telephone number 02083348720

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reference number

Richmond Grena Road Day Nursery re-registered in 2015. It is owned by the Bright Horizons group and operates from a converted building in Richmond upon Thames. The nursery is open from 7.30am to 6.30pm, Monday to Friday, all year round. The nursery employs a total of 28 staff; of these, 14 hold relevant childcare qualifications from level 2 to level 6.

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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

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

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