Berkeley Gardens Day Nursery

Berkeley Gardens Day Nursery 72 Berkeley Avenue, READING RG1 6HY

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Inspection date 22 February 2019 Previous inspection date 27 May 2016

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This inspection: Good 2

Previous inspection: Good 2 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 Staff build effective partnerships with parents. There are good arrangements in place to share details of children's learning in order to promote continuity. For example, parents regularly meet with staff to discuss their children's progress. n Children enjoy the time they spend outdoors. Staff make the most of the learning opportunities in the garden, so that children who prefer to play outdoors can access a good range of resources and play materials. n Staff nurture children's individual needs well and recognise when some children may need quiet time. For instance, when babies wake from their sleep, staff give them a cuddle and allow them time to wake in their own time. This helps babies to feel safe and secure. n Children successfully develop skills that will help them in their future learning. They demonstrate extremely friendly behaviour and are happy to take turns and share. They engage happily in their play and show confidence from a young age.

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This provision is good

n Although staff receive regular training and managers make good use of appraisals to monitor staff performance, the management team's supervision of staff performance does not focus sharply on identifying the weaknesses in teaching and further developing the quality of interactions with children. n Staff do not always remind children to carry out tasks for themselves, including personal care routines. For example, older children are not always reminded to wipe their noses, to help keep themselves healthy.

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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 further develop supervision of staff, to help identify all opportunities to extend children's learning, so that all children make the best possible progress n continue to support children to develop their independence as they carry out tasks for themselves, including how to manage their personal care routines.

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What the setting needs to do to improve further

Inspection activities n The inspector sampled documentation, including qualifications, children's records and policies. n The inspector completed a joint observation of an activity with the manager. n The inspector asked the staff questions throughout the inspection to establish their understanding of how to safeguard children, and how they monitor children's learning and development. n The inspector spoke to parents and took their views into consideration. n The inspector viewed the areas of the nursery used by children.

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Effectiveness of leadership and management is good

Leaders and managers are committed to their roles and responsibilities. They use many methods to evaluate the provision. For example, they seek the views of parents and staff and complete quality improvement audits to help raise standards to a high level. The arrangements for safeguarding are effective. Staff receive regular training so that they know how to protect children's welfare. They are confident about the action to take if they have any concerns about the safety of a child in their care. Leaders follow safe recruitment and vetting procedures, to ensure that staff working with the children are suitable. The manager regularly monitors the overall progress that different groups of children make. This enables her to identify any gaps in children's learning and support staff in implementing plans to help them catch up. All children, including those with special educational needs and/or disabilities and those who speak English as an

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Effectiveness of leadership and management is good

additional language, make good progress from their starting points.

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Quality of teaching, learning and assessment is good

Children interact well with others and concentrate successfully during activities. For instance, they eagerly participate in the role play as they pretend to make mud cakes and share these with their friends. Staff use their good knowledge of the children to plan challenging activities that keep them motivated and help them to learn. For example, as children complete puzzles incorporating animals from around the world, staff teach them the names of animals that are less familiar to them, such as 'jellyfish' and 'manatee'. Children have lots of opportunities to develop early literacy skills. For instance, they enjoy listening to stories and predict what might happen next. Babies delight in interacting with staff to help develop their emerging physical skills, for example when they throw and catch soft blocks, and hold staff's hands as they practise walking.

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Personal development, behaviour and welfare are good

Children show high levels of respect and tolerance for others and are aware of the need to take turns. For example, when children complete an obstacle course in the garden, they understand that they must wait until other children have finished before they take their turn. Staff use positive strategies to manage children's behaviour. For instance, they have clear rules and boundaries and use positive language to reinforce good behaviour. Staff teach children to have an awareness of their own safety. For example, as they use challenging climbing equipment, staff teach them that they must ask for help if needed, to prevent them from falling.

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Outcomes for children are good

Children are keen and active learners who develop valuable skills. Babies are curious and explore resources, for example banging cups together to make sounds. Children develop good physical skills as they negotiate the apparatus in the garden, manoeuvre around obstacles and develop balance and coordination. Older children recognise letters, confidently count and identify numbers, and use the appropriate language for different sizes during their everyday play. During role play, they show high levels of imagination as they recreate their own ideas and thoughts.

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Setting details

Unique reference number EY425243 Local authority Reading Inspection number 10065546 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 0 - 4 Total number of places 98 Number of children on roll 129 Name of registered person S G Dixon & P J Knight Partnership

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reference number

Date of previous inspection 27 May 2016 Telephone number 01189500116

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reference number

Berkeley Gardens Day Nursery registered in 2011 and is located in Reading, Berkshire. It is one of five nurseries owned and managed by a privately owned company. The nursery operates from 8am and 6pm, all year round. It receives funding to provide free early education for children aged two, three and four years. The nursery employs 31 members of staff. Of these, one holds a level 6 qualification, 14 hold early years qualifications at level 3, and five hold qualifications at level 2. The nursery also employs a cook.

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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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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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