Tiny Oaks Day Nursery

Monkey Puzzle Day Nursery Edenbridge 55-57 High Street, Edenbridge TN8 5AN

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Inspection date 30 August 2018 Previous inspection date Not applicable

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This inspection: Good 2

Previous inspection: Not applicable Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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The provision is good

n Partnerships with parents are good. Staff are approachable and communication is good. Parents use the on-line system of assessment and make regular contributions to their children's learning journals. Parents are confident that their children are safe and well-cared for in the nursery. n There are good links between the nursery and other providers, including school. Children are well prepared for the next phase of their education and have good opportunities to meet their new teachers. The nursery shares information about children's daily routines and progress with the other settings and this helps to provide consistency in their learning. n Staff continually improve the provision. For instance, the recent reorganisation of the garden has provided a quiet area where children like to sit and talk together. This helps to support their ability to form warm and sensitive relationships with each other and

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The provision is good

with staff. n Behaviour is good. Children willingly share their toys and take turns. They understand how to follow instructions and routines.

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It is not yet outstanding because:

n Leaders do not always provide staff with precise targets to help them further build on their practice. n Staff do not always provide enough challenge within activities, especially in mathematics.

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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

n provide staff with precise targets about how to further improve their practice. n challenge children within all activities, especially those involving mathematics.

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What the setting needs to do to improve further

Inspection activities n The inspector checked documentation, including that relating to the safeguarding of children, the management of their behaviour and the suitability of the adults. n The inspector spoke to staff, parents and children, and took their views into consideration. n The inspector held meetings with the regional director, the nursery director and the manager. n The inspector and the manager observed the adults engaging with the children and discussed their practice and the progress children make.

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Effectiveness of leadership and management is good

Safeguarding is effective. Staff are knowledgeable about the signs to look for, and the procedures to follow, if they have any concerns about a child's safety or welfare. Leaders take prompt and effective action when they receive information that a child may be at risk of harm. Staff use the expertise and advice of external professionals to provide appropriate support for children who have special educational needs and/or disabilities. Children's progress is regularly reviewed and where there are delays in learning, appropriate activities are planned to close these gaps. The manager holds regular, individual meetings with staff to discuss their training needs and practice. Staff have access to a wide range of training such as understanding the link between letters and the sounds they represent. This helps to support children's early reading skills.

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Quality of teaching, learning and assessment is good

Staff are adept at supporting children's communication and language skills. They speak clearly to children and repeat words back to them to encourage good pronunciation. Children enthusiastically join in with familiar songs and rhymes. Early reading skills are actively encouraged. For example, older children learn to recognise the sounds different letters represent. Very young children develop their sensory skills effectively as they play with natural materials such as chalk. They delight in making music with drums and other instruments. Older children build the strength in their fingers to help support their early writing skills as they create snakes and cakes with modelling dough. Children have many opportunities to learn about other cultures and their festivals, for example, children wore bright clothes to celebrate Buddha's birthday and made cakes for Eid. They have an emerging understanding of the differences between people. For instance, they ask if

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Quality of teaching, learning and assessment is good

'customers' are vegetarian in the role-play cafe.

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Personal development, behaviour and welfare are good

Children are encouraged to be independent from a very early age. For instance, the youngest children are encouraged to wipe their own hands and faces after eating, and to feed themselves with a spoon. Dressing up activities help to support children's ability to dress themselves. They independently access resources to support their play. For instance, children create costumes out of crepe paper and make decisions about how they will fasten it together. Adults encourage them to recognise risks, suggesting that the length is adjusted to avoid trips. There are good opportunities for children to develop their physical well-being. For example, children benefit from a nourishing diet and plenty of opportunities to play and learn outside in the fresh air. Children learn to take responsibility, choosing which area they will help to tidy before lunch.

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Outcomes for children are good

Children are well prepared for the next stage of their education, including their eventual move on to school. Children listen attentively and concentrate well. They enjoy listening to their favourite stories and independently choose books to look at. They learn to develop early writing skills in all areas of the nursery. Children learn to manage different types of fastenings and attend to their personal care.

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Setting details

Unique reference number EY501538 Local authority Kent Inspection number 10057223 Type of provision Full day care Registers Early Years Register Day care type Childcare on non-domestic premises Age range of children 0 - 4 Total number of places 70 Number of children on roll 45 Name of registered person SRM Associates Limited

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reference number

Date of previous inspection Not applicable Telephone number 01732605341

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reference number

Monkey Puzzle Day Nursery Edenbridge registered in 2016 and is situated in Edenbridge, Kent. The nursery is open each weekday from 7.30am to 6.30pm, for 51 weeks of the year. There are ten members of staff, seven of whom hold appropriate early years qualifications to at least level 3. This includes one member of staff who has early years professional status.

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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.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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

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