Walton House Nursery Ltd

Walton House Nursery Ltd 130 Walton Road, SIDCUP, Kent DA14 4LW

p.1

Inspection date 27 June 2019 Previous inspection date 3 July 2018

p.1

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

p.1

This provision is good

n The manager monitors the quality of the nursery effectively. She has high expectations of children and her staff and demonstrates a strong determination to make continuous improvements. For example, the learning environment has been further developed since the last inspection. This has helped her to achieve good standards. n Staff provide a variety of opportunities for children to practise the skills that they need for future learning. They use regular observations of children's learning to plan activities that interest and engage them. This contributes to the good progress that children make in their learning. n Children's moves to school, including for children who need extra help with their learning, are well planned. Staff provide good support for children and parents, and maintain close links with local schools. This helps to prepare children well for change and promotes continuity of learning.

p.1

This provision is good

n The manager helps staff to enhance their teaching skills and personal effectiveness. Staff are supported to gain qualifications and complete regular training. Children benefit from their increased knowledge and skills. n Staff form good relationships with children and know them well. Children's moves into nursery, and between rooms, are well managed. Children quickly settle into new routines. Staff encourage children's good emotional well-being. n Staff do not consistently consider all of the languages that are familiar to children. Some children have fewer opportunities to use or develop their home language as they play and learn. n The needs of children who need more active play opportunities throughout the day are not fully met, and they occasionally become boisterous.

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 enhance opportunities for children to develop and use the languages they hear at home during play and learning activities n extend opportunities for more active play throughout the day.

p.2

What the setting needs to do to improve further

n The inspector reviewed documents, including children's learning records, staff records and evidence of professional development, and looked at information shared with parents. n The inspector observed the quality of interactions between staff and children, and assessed the impact of these on children's learning both inside and outdoors. n The inspector jointly observed and discussed a children's activity with the manager. n Discussions were held with staff at appropriate times. n The inspector considered the views of parents during the inspection visit.

p.2

Effectiveness of leadership and management is good

The manager and provider work well together to identify priorities for action and further develop the service. They work closely with external partners when addressing areas for further development. For example, staff provide natural materials more often during activities. This is also reflected in the learning environment. Safeguarding is effective. Staff complete training to increase and update their knowledge about safeguarding matters. They know how to identify potential risks to children and whom they should report to, should the need arise. The manager monitors the learning of different groups of children very effectively. This helps her to successfully target how to use additional resources. The special educational needs coordinator works well with outside professionals, and staff receive good support and advice to help address gaps in children's learning. All children progress well from their starting points.

p.3

Quality of teaching, learning and assessment is good

Staff help babies to develop an understanding of number, for example when they count as they take off their shoes. Staff support children to develop a good awareness of their natural environment. For example, they encourage children to look for bugs and insects with magnifying glasses. Children respond well to changes made by staff, such as the recently developed curiosity area. Staff share books to help children find answers to questions. Older children show their developing understanding of mathematics. For example, they speak with each about the numerals on pebbles that they sort and match. Staff regularly observe, and accurately assess, the learning of individual children. This helps them to promptly identify when children may need additional support.

p.3

Personal development, behaviour and welfare are good

Staff build close relationships with children. For example, pre-school children seek out staff and excitedly tell them what they find in the 'bug hotel' outdoors. Staff respond well to the needs of babies and toddlers. They provide activities that help their emerging walking skills and prepare them well for moves to other rooms. Children demonstrate good self-care and social skills, for example when they pour their drinks and talk to their friends at mealtimes. Staff provide activities that children enjoy and engage with. They play alongside children, speak to them about what they do and add resources to extend their learning. Overall, children behave and play together well. Staff prepare children for their moves within the nursery and to school. They speak with them about what is expected and increase opportunities for them to develop their self-care and independence.

p.3

Outcomes for children are good

Older children giggle with glee as they pretend to be sleeping bunnies underneath parachute fabric. Toddlers babble and show their emerging communication skills. Pre- school children develop their understanding of technology during regular computer sessions. Children who share home languages develop friendships from an early stage. Children become motivated learners who are keen to share their achievements with others. They are well prepared for the next stages in their learning and for school.

p.3

Setting details

Unique reference number EY437833 Local authority Bexley Inspection number 10085070 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care Age range of children 0 - 4 Total number of places 36 Number of children on roll 42 Name of registered person Walton House Nursery Limited

p.4

reference number

Date of previous inspection 3 July 2018 Telephone number 02083008300

p.4

reference number

Walton House Nursery Limited registered in 2011. It operates from the ground floor of a large residential house in Sidcup in the London Borough of Bexley. The nursery is open from 7.30am to 6pm. The nursery receives funding to provide nursery education for two-, three- and four-year-olds. The nursery employs 11 members of staff. Three staff, including the manager, hold qualifications at level 5 and above, four staff hold qualifications at level 3 and two staff hold qualifications at 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