Bertrum House Nursery

Bertrum House Nursery 290 Balham High Road, London SW17 7AL

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Inspection date 19 October 2018 Previous inspection date Not applicable

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This inspection: Outstanding 1

Previous inspection: Not applicable Effectiveness of leadership and management Outstanding 1 Quality of teaching, learning and assessment Outstanding 1 Personal development, behaviour and welfare Outstanding 1 Outcomes for children Outstanding 1

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The provision is outstanding

n The manager supports staff superbly, for example, through regular supervision meetings and observations of their practice. She very accurately identifies areas for staff training to continuously improve practice, for example, training on language development which has greatly improved how staff communicate with children and children's speaking. n Behaviour is exemplary and children learn about friendship, responsibility and including others very well. For example, staff 'buddy' the older children with younger ones, supporting them to feel safe and cared for, and older children to feel valued and respected. n The special educational needs coordinator has an exemplary understanding of how to support children with additional needs. She supports and trains staff exceptionally well to very skilfully boost children's learning, for example, to use Makaton, which is improving the communication skills of all children exceptionally well.

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The provision is outstanding

n There are excellent partnerships with parents that fully involve them in their children's learning. Staff continually use innovative ways to involve and support parents further. For example, they invite parents to be classroom helpers or share information with children about their culture, profession or interests. n The manager and staff check children's progress thoroughly. They have a detailed knowledge of what children know and can do, and plan highly challenging activities that very accurately and successfully target children's learning interests. All children make exceptional progress in all areas of learning, including those with additional needs.

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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 continue to explore further professional development opportunities for all staff to sustain the excellent teaching practice.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching indoors and outside, and the impact this has on children's progress. n The inspector spoke with staff and the manager at appropriate times during the inspection. n The inspector engaged in a joint observation with the manager. n The inspector sampled various documents, including evidence of staff suitability, children's records and assessment documentation, and evidence of the progress that children make. n The inspector spoke with parents and children and took account of their views.

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Effectiveness of leadership and management is outstanding

The manager is highly inspirational, passionate and has extremely high expectations of staff, a culture embedded throughout the setting. She monitors the provision exceptionally well to target actions for improvement using feedback from parents, staff and children. She recognises the benefit of involving staff in the evaluation of their peers, as a way of improving teaching practice even further. Staff are enthusiastic of the development opportunities that extend their skills. Safeguarding is effective. The manager has an extremely in-depth knowledge about how to keep children safe. She has trained staff to an incredibly high standard. Staff clearly understand their duty to protect children. Extremely thorough assessment of children's information and meticulous planning means that any additional need is recognised and met very quickly.

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Quality of teaching, learning and assessment is outstanding

The highly qualified staff have expert knowledge on how children learn. They use highly inspirational teaching to extend and enrich children's learning through open-ended discussion, enabling children to become very independent and confident learners. Staff plan excellent activities, building on children's interests. For example, children enjoyed the story 'The Tiger Who Came to Tea', leading to a highly imaginative role-play tea party and children very skilfully making tiger stripes from craft materials. Children were extremely imaginative, using the excellent variety of materials and tools to express their understanding of the story. Staff provide an exceptional range of resources to promote strong learning. For example, the nursery focuses very strongly on inclusion and provide resources that very successfully challenge stereotypes. Children very confidently and openly discuss and celebrate diversity. They are incredibly kind, respectful and caring

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Personal development, behaviour and welfare are outstanding

Staff form very nurturing, caring relationships with children. They extend children's learning with great enthusiasm and animation. Children understand staff's expectations of behaviour very well and, as a result, are highly motivated, eager to join in and extremely confident to try new things. They are highly independent and learn to take manageable risks and make challenging choices about their learning. For example, they worked together very successfully using wooden bricks and blocks to build a challenging assault course. Children confidently walked over these beams and were able to think through the challenge independently, deciding that it would be easier and safer to put their feet sideways on the beams.

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Outcomes for children are outstanding

All children make excellent, sustained progress from their starting points, including those with additional needs. The manager's targeted use of additional funding has very successfully closed gaps in children's learning rapidly. For example, a sensory tent and sensory communication resources has enabled children to feel calm and relaxed, and very effectively helped them to regulate their emotions. Children develop very strong communication skills, including young children and those who learn English as an additional language. Older children are exceptionally well prepared for school.

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Setting details

Unique reference number EY537851 Local authority Wandsworth Inspection number 10076931 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 - 4 Total number of places 70 Number of children on roll 70 Name of registered person Bertrum House Nursery Limited

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reference number

Date of previous inspection Not applicable Telephone number 020 8767 4051

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reference number

Bertrum House Nursery registered in 2016. It is located in Balham in the London Borough of Wandsworth. The nursery operates every weekday during term time from 8.45am until 12pm with the option to stay until 1pm for lunch club or 3.15pm for afternoon school. The nursery employs a team of nine teaching staff, of whom four hold qualified teacher status, three hold qualifications at Level 3 and one 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.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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