Acton Day Nursery & Pre-School

Acton Day Nursery & Pre-School 294 High Street, London W3 9BJ

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Inspection date 13 September 2018 Previous inspection date 22 March 2018

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This inspection: Good 2

Previous inspection: Inadequate 4 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 Since the last inspection managers and leaders have improved the environment. It is now well organised and provides many learning opportunities for children to explore and follow their interests both indoors and outdoors. n The management team have implemented good systems to identify gaps in children's learning. The staff work together and with other professionals to support children and help close these gaps. n All staff have regular supervision meetings with their manager. Staff say that this makes them feel valued and appreciated. It enables them to reflect on and identify their own professional development needs which are supported, for example, by mentoring and training programmes. n Children behave well. They learn to value and respect each other and their environment. They are kind to each other as they share and take turns during their play. n The key person system is well established, this leads to children settling well and

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It is not yet outstanding because:

n Not enough information has been given to parents to ensure that all foods and snacks provided are consistently healthy, well balanced and sufficiently nutritious to help all children develop healthy eating habits. n Occasionally staff are slow to recognise when children are hesitant and need prompting to enable them join in an activity.

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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 increase the effectiveness of partnership with parents to ensure that more information is shared with them about the setting's work to continuously support children's well-being with regards to the healthy eating plan n review and improve practice to ensure that all staff are more responsive to children who are hesitant to engage in activities.

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What the setting needs to do to improve further

Inspection activities n The inspector spoke with parents, children and staff at appropriate times throughout the inspection to gain their views and took these into account. n The inspector observed the interactions between staff and children and the quality of teaching during both indoor and outdoor play activities. n The inspector completed two joint observations of practice alongside the manager. n The inspector held a meeting with the full management team. n The inspector sampled a range of documentation, including the setting's internal audit, assessment and action plan, staff suitability records, observation and assessment records about children's learning and policies and procedures.

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Effectiveness of leadership and management is good

Since the last inspection the provider has recruited an experienced and effective management team. Jointly they have made and sustained improvements in the quality of the provision. For example all parents comment positively on the improvement in the organisation of the nursery. Safeguarding is effective. Managers ensure all staff are confident and familiar with the procedures to follow to keep children safe. Rigorous procedures are implemented by managers to support the recruitment of suitable staff. Leaders regularly observe staff practice which enables them to identify training needs. As a result of this, staff teaching and practice is improved. Managers monitor children's progress, they are able to identify gaps, patterns, achievements or concerns. This enables them to work closely with parents and other agencies to ensure children receive the additional support they need. They have introduced procedures to make parents

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Effectiveness of leadership and management is good

aware of any potential funding which they may be eligible for.

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Quality of teaching, learning and assessment is good

Children experience a broad range of play and learning opportunities both indoors and outdoors. Staff are usually skilful at encouraging children and extending these activities. For example, in the garden children enjoy using wooden planks to construct a pathway. Staff observe this, they place small buckets upside down and help the children create a bridge by placing the planks on top of the buckets. Children take turns to walk across the bridge and enthusiastically practice their balancing skills. Staff use children's interests in trains and provide them with resources which capture their attention. For example, children construct a wooden train track and compare their trains noting the difference in colour and shape. Children keenly join in at story time, they know the story well and recall what will happen next. Staff work closely with other professionals to support children who have special educational needs and/or disabilities.

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Personal development, behaviour and welfare are good

Staff are warm and caring, they know the children well, as a result children settle quickly and become confident. The environment is well organised and supports children to become independent. Children have access to a varied range of resources and initiate their own play. They make friends and enjoy playing together. Staff are good role models, they listen to the children and treat each other with respect. In return children do the same and are well behaved, they know what is expected of them. For example, children delight in running in the small garden but stop when staff remind them that it is not safe to run at that time.

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Outcomes for children are good

Based on their starting points all children are steadily developing the characteristics and skills necessary to be ready for school. For example they learn to co-operate with each other and listen and respond appropriately to instructions. They recognise their own names and learn to put on their coats and manage their personal care. Many children are learning English as an additional language, and their parents comment positively on the improvement in their children's vocabulary and understanding.

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Setting details

Unique reference number EY478815 Local authority Ealing Inspection number 10078307 Type of provision Full day care

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childcare on non-domestic premises Age range of children 2 - 5 Total number of places 36 Number of children on roll 24 Name of registered person V, D's & Every Kid's Dreams Nurseries Limited

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reference number

Date of previous inspection 22 March 2018 Telephone number 02089935690

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reference number

Acton Day Nursery & Pre-School registered in 2014. It is located in the London Borough of Ealing. The nursery is open from 8am until 6pm on Monday to Friday, except for bank holidays. It employs six permanent members of staff. Of these, four hold appropriate early years qualifications from level 2 to level 6. The nursery receives funding for the provision of free early education to 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.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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