Castle Day Nursery @ St Edmund's

Castle Day Nursery @ St Edmund's St Edmund's Church, Mitchley Avenue, Purley, Surrey, CR2 9HL

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Inspection date

Previous inspection date 5 March 2018 9 March 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 observe children carefully and liaise with parents to establish a full view of children's progress. They know how children need to be moved forward in their learning and plan activities that appeal to the individual child, to support their development.  Staff encourage parental involvement and the continuation of children's learning at home. They also work in partnership with other professionals when necessary, to provide children and families with any extra support that may be needed.  Children make good progress from their starting points. This includes children who are learning English as an additional language, who develop confidence and begin to use English in their daily interactions.  Staff organise routines well to encourage children's independence. For example, children prepare their own snacks and pour their own drinks.  Managers support staff effectively to improve their qualifications and skills, to benefit

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This provision is good

the setting. For example, they have promoted staff, giving them more responsibility and opportunities to have an input, following the completion of leadership training courses.

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It is not yet outstanding because:

 Children who are learning English as an additional language have few opportunities to experience their home languages in the setting, including seeing them in written form.  Although staff promote early writing skills, they focus on using writing tools which children sometimes find hard to hold and do not offer children many opportunities to develop their skills in ways that link closely to their developmental levels or interests.

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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

 increase opportunities for children to hear and use their home languages and see these represented in the setting  offer children more opportunities to develop early writing skills and physical control in a way that appeals more to their interests and developmental stages.

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Inspection activities

 The inspector observed activities inside and outdoors.  The inspector talked with staff, children and the manager at appropriate times throughout the inspection.  The inspector looked at children's assessment records, planning documentation and checked evidence of the suitability and qualifications of staff.  The inspector took account of the views of parents spoken to on the day of the inspection.  The inspector carried out a joint observation of children's learning and staff practice with the manager.

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Effectiveness of the leadership and management is good

Safeguarding is effective. Managers and staff demonstrate that they recognise when a child's welfare is at risk and know how to act effectively to protect the child. Managers reflect proactively on the effectiveness of the setting, taking account of the views of everyone involved, to improve the outcomes for children. For example, staff have recently initiated changes to the way in which activities are planned to better meet children's individual needs. Managers use performance management systems well to improve the standard of teaching. They enable staff to look at their own practice and evaluate how they can enhance the learning opportunities for children. Managers identify where groups of children progress at different rates. For example, they have recently implemented new strategies to help boys progress better with their listening skills.

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Quality of teaching, learning and assessment is good

Staff teach children very well. They use skills, such as effective questioning, to extend children's learning. For example, they use a discussion about how children like to watch television to encourage their use of sentences to express their personal views. Overall, staff build on children's interests well as they arise. For instance, when children begin to peel bulbs, staff respond to this and encourage them to use their senses to find out about what the inside of a bulb is like. Staff use a range of resources and activities well to reflect diversity. For instance, they plan cooking activities where children make and taste foods from around the world.

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Personal development, behaviour and welfare are good

Children form strong bonds with staff and feel safe and secure in their care. Children benefit from healthy experiences. For example, staff provide daily opportunities for active play and teach children well about the importance of handwashing. Staff prepare children carefully for when they move on to other settings, such as school. They consider how each individual child will cope. Where children show more anxiety, they ensure extra procedures are in place to support them. Staff promote positive behaviour successfully. For example, they ensure children understand the routines so they know well what to do at different parts of the day. Staff promote empathy efficiently and children learn to think about how others feel, for instance, as they discuss what makes their mother happy.

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Outcomes for children are good

Children use early reading skills throughout the day, including at snack time as they select food from a menu and recognise that the text is telling them what the pictures are. Children demonstrate a knowledge of mathematics as they busily fill pots with mud and use words associated with capacity, or when they explore and discuss shapes. Children count as they play, showing they are prepared for future learning about numeracy. They count objects, such as bulbs as they push them into soil. Children develop social skills and form secure friendships. They work together well to solve problems, such as how to make the biggest tower. They plan together and take turns to meet their challenge.

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Setting details

Unique reference number EY414669 Local authority Croydon Inspection number 1094470 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 2 - 4 Total number of places 35 Number of children on roll 31 Name of registered person Castle Day Nurseries Ltd

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reference number

Date of previous inspection 9 March 2015 Telephone number 020 8668 2775

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reference number

Castle Day Nursery @ St Edmund's opened in 2010. It is located in Purley, in the London Borough of Croydon. The nursery is open weekdays except Thursdays, in term time only, from 9am to 3pm. There is an optional breakfast club available from 8am. There are eight members of staff working directly with the children, seven of whom have appropriate early years qualifications at level 3 or 4. The nursery receives funding to provide free early education 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

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 reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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