Monkey Puzzle Day Nursery

Monkey Puzzle Day Nursery St. Johns Church, Lansdowne Crescent, Notting Hill, LONDON W11 2NN

p.1

Inspection date 20 March 2019 Previous inspection date 27 September 2018

p.1

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

p.1

This provision is good

n The leadership and management team has high expectations of the staff team. The manager is well organised and gives good support to staff, including supervision and team meetings to help enhance their practice. n Staff know their key children well. They observe and assess children's ongoing development and plan effectively for their learning. Children make good progress from their starting points. n Staff develop good relationships with children and their parents. Staff find out what children know and can do at home. Together, staff and parents agree a consistent approach for children's care and development. n Teaching of mathematics is strong. Staff consistently build on children's understanding of number and they quickly grasp counting and recognise changes in quantity, such as adding on or taking away. n Children settle quickly in the nursery. Staff give babies good support and encourage them to explore and investigate. As children move through the nursery they become

p.1

This provision is good

independent learners. n The leadership and management team checks each child's progress. However, the manager does not review the whole group to help find any less obvious gaps in teaching and children's learning. n On occasions, staff do not consider the equipment and resources for small-group planned activities. Sometimes teaching does not fully capture children's interests to build on and extend their learning.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

n build on the monitoring of individual children's development to include analysis of the whole group, to help find any less obvious gaps in teaching and learning n strengthen planning to consider the equipment and resources staff provide, particularly for small-group activities, to help capture children's interest to fully enhance their learning.

p.2

What the setting needs to do to improve further

Inspection activities n The inspector held discussions about the procedures for managing children's accidents and behaviour, and reviewed records of incidents and complaints with the manager and staff. n The inspector discussed recruitment, retention and suitability of staff with the manager. The inspector spoke to staff about their induction, ongoing support for professional development and understanding of safeguarding children. n The inspector observed interactions between staff and the children. n The inspector completed a joint observation with the manager to evaluate the effectiveness of teaching and learning. n The inspector took a tour of the premises and reviewed the availability of resources and the cleanliness of the setting.

p.2

Effectiveness of leadership and management is good

The leadership and management team ensures the staff have a confident understanding of safeguarding. Staff recognise the signs of abuse and know how to report any concerns they have for children. The manager provides a wide range of training for staff to keep them up to date with child protection issues, including radicalisation. The manager ensures staff follow and implement risk assessments and hygiene procedures to keep children safe. Safeguarding is effective. The manager follows robust recruitment procedures and ensures staff receive a thorough induction to help them learn their roles and responsibilities. She acts to address any staffing issues and supplies ongoing supervision and training that enhance staff's professional development. The manager reflects on practice and has made changes since the last inspection. For example, staff have helped children to manage tasks more independently.

p.3

Quality of teaching, learning and assessment is good

Staff make accurate assessments of their key children and involve parents in their child's development right from the start. Staff use information from parents alongside their observations to plan accurately for children's next steps in learning. Staff introduce mathematics to children from a young age. They sing counting songs with babies and introduce more complex problems to older children, for example asking 'If I have three apples and the shopkeeper gives me two more apples, how many do I have?' Staff support children's language development well. Close interactions with babies help them to understand body language, words and sounds. Staff introduce older children to the initial sounds in words. For example, during naming games, that ask 'What fruit begins with the letter B?'

p.3

Personal development, behaviour and welfare are good

Children develop warm relationships with their key person, who listens carefully to parents about their child's routines, such as the next time for a nap. Key persons share detailed information at the end of the day with parents about children's participation in activities and how these are building on their learning. In addition, staff manage any incidents and accidents children have well, and also share these with parents. Staff teach children to follow good hygiene procedures. Staff talk to children as they eat about the healthy food the chef has prepared. They encourage children to serve their meals and to use cutlery safely. Staff help children to follow the nursery rules, play alongside each other, be kind and treat one another with respect.

p.3

Outcomes for children are good

Children learn a good range of skills that prepare them well for future learning. Babies learn to sit, crawl and pull to standing. For example, they gain confidence to stand as they lean against a water tray and splash in the water. Toddlers and nursery children enjoy races outdoors. They learn to count down from three before running across the garden. Older children develop a good understanding of number and shape. For instance, they find and count square windows in the classroom. Pre-school children enjoy challenges. They think and respond to questions, for example giving other words that mean nice, such as 'delicious', 'yummy' and 'lovely'. Children behave very well.

p.3

Setting details

Unique reference number EY400914 Local authority Kensington and Chelsea Inspection number 10100900 Type of provision Childcare on non-domestic premises

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Full day care Age range of children 1 - 3 Total number of places 48 Number of children on roll 41 Name of registered person J C Childcare Limited

p.4

reference number

Date of previous inspection 27 September 2018 Telephone number 0207 792 5522

p.4

reference number

Monkey Puzzle Day Nursery registered in 2010. The nursery is open each weekday for 51 weeks of the year, from 7.30am to 6.30pm. The provider receives funding to provide free early education for children aged three. There are 25 staff members. Of these, the manager and two members of staff hold an early years degree at level 6, one holds a qualification at level 5, nine hold level 3 and two hold level 2.

p.4

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.

p.4

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.

p.4

reference number

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 .

p.5

reference number

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.5

reference number

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

p.5

reference number

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

p.5