Mayfield Nursery

Mayfield Nursery Village, 61 Glenburnie Road, Tooting, London, SW17 7DJ

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Inspection date

Previous inspection date 7 February 2018 12 May 2015

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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 use various ways to involve parents effectively in their children's learning. Parents value the good quality care their children receive.  The management team works well together and accurately evaluates the nursery. It actively includes the views of parents and children to identify areas for further improvements. For example, children enjoy nutritious meals from the menu that staff created in partnership with parents.  Children and babies are happy and settled in the nursery environment, which is welcoming and organised well to enable them to follow their play choices.  Staff effectively enhance children's and babies' communication and language skills. For example, they clearly emphasise key words and effectively adapt their interactions to help children to develop good understanding and speaking skills.  Children know what is expected of them and behave well overall. They are considerate

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This provision is good

of one another and have a good understanding of taking turns and use good manners.  All children make good progress in their learning from their starting points.

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It is not yet outstanding because:

 The manager does not effectively use their systems for monitoring children's progress to more precisely identify trends and gaps in learning of different groups of children.  Staff sometimes miss opportunities to help enhance even further babies' and younger children's mark-making skills to build on their emerging early literacy skills.

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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 the monitoring of groups of children's progress to identify gaps in their areas of learning and development more precisely  enhance opportunities for younger children and babies to progress even further in their early literacy and mark-making skills.

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Inspection activities

 The inspector observed the quality of teaching and children's activities, completed a joint observation with the manager, and held discussions about children's progress and learning.  The inspector held conversations with the manager, staff and children throughout the inspection.  The inspector checked evidence of staff suitability checks and their qualifications, and sampled relevant policies and procedures.  The inspector took into account the views of the parents during the inspection.  The inspector observed staff planning and the children's assessment records.

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Effectiveness of the leadership and management is good

The management team continually improves the quality of staff practice. For example, it organises relevant training and individual support sessions to raise standards in teaching. The arrangements for safeguarding are effective. The environment is made safe and secure for children. Managers and staff thoroughly risk assess the environment, indoors and outdoors, and staff frequently complete overview safety checks to help children continue to play in safety. Managers and staff have a good understanding of safeguarding legislation. They receive child protection training and are clear about their duties to manage different types of concerns for children's welfare.

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Quality of teaching, learning and assessment is good

Staff accurately assess individual children's development and effectively plan for their next steps in learning with parents. They skilfully use a wide range of resources well to engage children and babies at all times during the day. For example, children enthusiastically and creatively explore paint with a range of tools. They are encouraged to explore and consider the different colours they make when mixing the paint. Staff effectively challenge and enhance children's thinking skills throughout their experiences. For instance, the children are encouraged to consider what happens when they add different scents to the paint, such as lemon and flavoured oils. Staff have a good understanding of what children know and how they can further support children's good developmental progress.

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Personal development, behaviour and welfare are good

Staff help children to develop their awareness of healthy lifestyles. For example, they provide a choice of nutritious snacks and meals, and engage children in conversations about healthy food choices. Staff build on children's confidence and sense of belonging well. For instance, they constantly praise children for their achievements. The key-person system works well and relationships between staff and babies are strong. Staff are sensitive, stimulating and responsive to children's needs. Children and babies develop a good awareness of diversity. For example, they enjoy exploring the environment which is rich in positive cultural images and dual-language text, books and role-play resources.

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Outcomes for children are good

Children develop the skills needed for their future learning and move to school. They are learning independence skills, such as putting on and fastening their own coats and pouring their own drinks at mealtimes. Children develop good physical skills and enjoy extra sports sessions from an outside agency. They learn good balance and coordination skills. Children and babies gain a good sense of the community of which they are a part. For instance, going on regular walks and outings to the local fire station and library. They enjoy exploring and discovering natural resources in the outdoor learning environment.

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Setting details

Unique reference number EY475502 Local authority Wandsworth Inspection number 1095530 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 0 - 4 Total number of places 66 Number of children on roll 45 Name of registered person Mayfield Nursery Limited

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reference number

Date of previous inspection 12 May 2015 Telephone number 020 8767 9400

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reference number

Mayfield Nursery registered in 2014. It is open from 7.30am to 6pm every weekday, throughout the year. The nursery receives funding for free early education for children aged two, three and four years. There are 18 staff, 13 of whom hold relevant early years qualifications, including two at level 6, eight at level 3 and three at level 2.

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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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