Hilsea College

Sankofa Nursery 14 Sharratt Street, Peckham, London SE15 1NR

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Inspection date 24 January 2019 Previous inspection date 29 May 2018

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This inspection: Good 2

Previous inspection: Requires improvement 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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This provision is good

n Since their last inspection, the staff have benefited from team training. They use effective behaviour strategies to support individual children. Staff are good role models and children behave well. Children share, take turns and play cooperatively. For example, during table-top games they encourage their peers and patiently wait for their turn. n Staff observe and assess children's development. Where children's starting points are below those typical for their age, they identify gaps and support children to improve over a sustained period of time. n Parents comment that their children are secure and develop good communication and language skills. n The provider has made positive changes since the last inspection. She has developed the self-evaluation and works closely with the local authority to create a clear action plan and continue to drive improvements forward. n Staff provide a range of opportunities that support children to understand how to lead

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This provision is good

a healthy lifestyle and develop their independence skills. Children manage knives safely as they cut and prepare fruit. Staff create displays which capture 'the children's voice'. For example, speech bubbles show children's comments, such as 'carrots and broccoli make you strong'. n The provider continuously strives for excellence. Updated systems to monitor staff practice are beginning to raise the quality of specific areas of teaching. For example, staff observe children and plan activities that follow children's interests and developmental needs. n Staff do not make consistently good use of the outdoor area to stimulate and challenge those children who prefer to learn outdoors. n Managers have not fully developed systems for tracking groups of children to enable accurate checks on any differences in their achievement and to use this information to identify and address improvements.

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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 enhance the organisation of the outdoor play space to support children who prefer to learn outside even further n strengthen systems that monitor the progress of different groups of children to accurately identify and plan for any trends, and use this information to raise the progress that children make to a higher level.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of interactions between the staff and the children, and assessed the impact of this on children's learning. n The inspector jointly observed and discussed an activity with the provider. n The inspector reviewed documents, including children's learning records, documentation relating to staff and information shared with parents. n The inspector held discussions with staff and children at appropriate times. n The inspector sought the views of parents during the inspection visit.

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Effectiveness of leadership and management is good

The provider implements a clear induction process and monitors staff's ongoing suitability through regular meetings where they discuss performance and professional development. She ensures that all mandatory training is up to date. The provider gathers feedback from parents through questionnaires and children's assessment records. This supports ongoing improvements to the setting. The provider plans different activities and events to engage parents, who comment that the setting has a supportive community feel. For example, the provider invites fathers into the nursery to encourage them to see how children learn through play. Safeguarding is effective. Staff know the signs and symptoms which may alert them to identify children who may be at risk of harm. They know what procedures to follow if they are concerned. The provider engages well with professionals to promote consistency for children.

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Quality of teaching, learning and assessment is good

Staff plan the indoor environment well to encourage children to be inquisitive and creative. For example, children freely access resources for imaginative and constructive play. This encourages all children to extend their learning in a range of ways that follow their interests. Older children select books to read to young children. Staff encourage children to learn about people and communities beyond their immediate experience. For instance, during imaginative play in the home corner, they used pots and pans from various cultures and discussed the different types of food that people may eat. Since the last inspection, staff have developed their observations and share next steps with parents regularly. Parents contribute to initial assessments and are kept informed about their children's progress. This enables parents to support their children's learning and development at home. Staff support children well during group activities and encourage

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Quality of teaching, learning and assessment is good

children to engage appropriately. As a result, children who are developing their communication and language participate confidently.

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Personal development, behaviour and welfare are good

The moves between settings are managed effectively. Staff plan activities to help prepare children for school. They go with children to visit the new environment and take photographs to create books illustrating key areas, which they discuss with children in the reading area. This supports children's emotional welfare, and children become confident learners. Staff encourage children to manage their feelings and resolve problems. For example, children negotiated with each other when they wanted to swap and share resources while they built cars.

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Outcomes for children are good

Older children acquire skills that they need to prepare them for their move to school. For example, they develop their mathematical skills as they count money in the till and discuss what they can purchase from the home corner. Young children practise their hand-eye coordination as they independently pour water from a jug at mealtimes. All children make good progress in their learning, including those in receipt of additional funding, those with special educational needs and/or disabilities and those who speak English as an additional language.

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Setting details

Unique reference number 129049 Local authority Lewisham Inspection number 10084984 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care Age range of children 2 - 5 Total number of places 20 Number of children on roll 23 Name of registered person Baptiste, Joyce

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reference number

Date of previous inspection 29 May 2018 Telephone number 0207 2776243

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reference number

Sankofa Nursery registered in 1999. It is open between 8am and 6pm from Monday to Friday, all year round. The nursery provides funded early education for children aged two, three and four years. There are four staff members, three of whom hold relevant qualifications at level 3.

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

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