Fruit Tree Day Nursery

Fruit Tree Day Nursery Clemance Hall, 3 - 15 Brisbane Street, LONDON, SE5 7NL

p.1

Inspection date

Previous inspection date 10 May 2018 2 October 2014

p.1

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

p.1

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

 Staff do not use information from their observations and assessments well enough to plan activities that meet each child's learning needs. Children are not sufficiently challenged in their learning and development to help them make good progress.  The quality of teaching is variable. Staff’s interactions and engagement with children do not support children’s learning and development consistently enough.  At times, staff do not manage changes well enough to help develop children’s understanding of the routines and expected behaviours. Children sometimes become restless and their behaviour deteriorates at these times.  The manager is beginning to track groups of children’s learning and progress. However, this is at an early stage and not fully embedded to ensure all gaps are identified and quickly addressed for all groups of children.

p.1

It has the following strengths

 Children enjoy their time at the nursery. Staff form positive relationships with children and support their self-esteem appropriately.  Children develop their independence. For example, older children help at mealtimes, handing out plates, and they serve their own food and pour their drinks.  The provider and manager have made positive enhancements to the outdoor area. This helps provide children with effective opportunities to develop an interest in the natural world and build on their physical skills.

p.1

What the setting needs to do to improve further

To meet the requirements of the early years foundation stage the provider must:

p.2

Due Date

 use information gathered from observations and assessments effectively to plan enjoyable and suitably challenging experiences that build on each child's interests and stage of development, to help all children make good progress 10/08/2018

p.2

Due Date

 improve the quality of teaching to provide consistently good interactions with children, to support their learning and development effectively. 10/08/2018

p.2

Due Date

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

p.2

Due Date

 improve staff's management of routines, in particular to help children further develop their understanding of the boundaries and expectations at these times  build on the tracking of different groups of children's progress to quickly identify and close any gaps in their learning and development.

p.2

Inspection activities

 The inspector observed the quality of teaching and assessed the impact this has on children's learning.  The inspector looked at all the areas of the nursery. She spoke with staff, children and parents during the inspection.  The inspector conducted a joint observation with the manager.  The inspector looked at documentation, including evidence of staff’s suitability and children's records.

p.2

Effectiveness of the leadership and management requires improvement

Overall, the new manager understands most areas for improvement. However, new practices and ideas are not fully implemented or sufficiently embedded to have a positive impact on children's learning experiences. She is monitoring staff's practice and has started to support them to develop their skills. For example, she implements strategies to help staff reflect on their practice. This is not yet fully developed to ensure staff provide good-quality teaching. Safeguarding is effective. Staff are alert to possible signs and symptoms that would raise concerns and know the actions to take to safeguard children's welfare. Staff form secure relationships with parents and share suitable daily information about their children's care. This helps to support a consistent approach for children.

p.3

Quality of teaching, learning and assessment requires improvement

At times, teaching is not sufficiently purposeful. Staff do not use their observations and assessments to plan activities and experiences that are effectively tailored to children's individual learning needs. They are sometimes not alert to times when children need support to extend their learning and play. At times, children wander around the rooms and staff miss opportunities to engage them and do not consistently provide sufficient challenge and motivation. On occasions, staff interact well with children. For example, a phonics session for older children helped extend their vocabulary. Staff asked effective questions and gave children time to think and form their answers. The manager has taken steps to improve the engagement of boys. However, she is not aware of how well the other groups of children are progressing, to address any gaps in their learning.

p.3

Personal development, behaviour and welfare require improvement

Children are generally well behaved. However, at times, staff do not manage changes in routines well enough or consistently provide clear expectations. As a result, children do not know or understand what is expected of them and some become restless and unsettled at these times. For example, some toddlers lost interest and became bored during a whole-group story session where they sat for an extended period. Children have opportunities to develop their physical skills, such as during outdoor play. For example, they kick balls, climb apparatus and jump in and out of tyres.

p.3

Outcomes for children require improvement

Children do not make the progress they are capable of from their starting points. Activities are not consistently tailored to children's next steps in learning and do not challenge them well enough, which does not support them to gain a range of skills for their future learning. Nevertheless, children take part in some appropriate activities and generally enjoy their play. Babies develop confidence, such as exploring different textures. Older children develop some skills in preparation for starting school. For example, they are beginning to recognise letter sounds.

p.3

Setting details

Unique reference number EY441320 Local authority Southwark Inspection number 1071490 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 - 4 Total number of places 40 Number of children on roll 59 Name of registered person The Fruit Tree Day Nursery Ltd

p.4

reference number

Date of previous inspection 2 October 2014 Telephone number 02077015522

p.4

reference number

Fruit Tree Day Nursery registered in 2012. It operates from a community building, located in Camberwell, within the London Borough of Southwark. There is an enclosed outdoor play area. The nursery is open each weekday between 7.30am and 6pm for 50 weeks of the year. The nursery receives funding to provide free early education for children aged two, three and four years. There are currently 17 members of staff who work at the nursery, 13 of whom hold relevant childcare qualifications at level 2 and above.

p.4

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.

p.4

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.

p.4

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 .

p.5

reference number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

reference number

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

p.5