Berrygrove Early Years Centre

Inspection of Berrygrove Early Years Centre Berrygrove Pre-School, Berrygrove School Annexe, Cow Lane, WATFORD WD25 9PW

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children are eager to join in with play as soon as they arrive at the nursery. They are able to choose from the wide variety of activities available to them inside and outdoors. Staff greet children warmly and support any children who feel a little unsettled to find the toys they like. This results in children engaging effectively in play and learning.

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The provision is good

Children's behaviour is good and they listen to instructions well. Staff explain to children the potential consequences their actions could have on others. For example, as children roll tyres down a slope, staff explain how they must wait until other children have moved away, so that they do not get knocked over. Children are learning how to develop healthy lifestyles, such as the importance of exercise. They have many opportunities for physical play, such as climbing and balancing outside.

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The provision is good

Staff reflect on their practice and look for ways to improve. For example, they have considered how to help children gain more independence. One change they have already made is lowering the snack bar so that it is at the right height for children. This gives children more opportunities to help with snack preparation and to use tools safely.

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need to do better?

n Staff gain detailed information from parents about children's early experiences and what they can already do when they start to attend the nursery. They quickly identify children's starting points in learning and look for ways to build on their experiences. n Staff introduce children to mathematics as they play, for example by helping them to count as they jump. At other times, staff help children to think about shape and size as they try to fit play people inside toy vehicles. n Children thoroughly enjoy playing in the inspiring outdoor area. They are excited to find snails and eagerly discuss what they might like to eat. Staff provide children with magnifying glasses and encourage them to describe patterns on the snails' shells. n Staff skilfully support children who speak English as an additional language. They use picture prompts and speak in clear, short sentences. This helps children to begin to understand English. Staff who themselves speak other

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need to do better?

languages, talk about how it settles children when they speak to them in their home language. n The provider has good recruitment procedures in place. This helps to ensure that staff are suitable to work with children. Staff receive regular coaching and supervision from the manager. They access many different training courses and

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need to do better?

10 September 2019 undertake further qualifications to help them to improve their knowledge and skills. n Younger children have wonderful opportunities for exploration. For example, they find out what paint and glue feels like on their hands. At other times, they mix water with sand. Staff encourage them to use their mixtures in different ways, such as taking it to the role-play area and tipping it into pots and pans. n Parents speak positively about the nursery and staff. They have a good knowledge of children's development and know how to support their learning at home. Parents appreciate the times they can join in with children's learning, such as on open days. n Staff are keen for children to develop their communication and language skills. Some staff are particularly skilled at this. For example, they start questions with phrases such as 'I wonder'. However, at times, other staff ask too many closed

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need to do better?

questions. Sometimes, staff do not always give children time to think of a response before they offer a suggestion. n Staff help children who are new to the nursery to become familiar with routines. This helps children to begin to feel secure. However, there is often a lot of coming and going from the nursery as older children have a staggered start to the school on site. This results in children becoming distressed as they think it is going to be a parent at the door and they lose focus on play and learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff regularly complete safeguarding training and understand how to recognise concerns about children. They also know how to swiftly make referrals both within the setting and to relevant agencies. The staff proactively implement the provider's secure procedures into their practice. For example, they do not allow children to leave the premises with anyone who is not named by the parent, despite them obviously knowing the child.

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should:

n provide more opportunities and time for children to think of how to respond to questions they are asked n review the procedures in place that support children as they move on to school, considering ways to reduce the disruption that impacts on the emotional well- being of the children who are new to the nursery.

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Setting details

Unique reference number EY440334 Local authority Hertfordshire Inspection number 10075039 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care Age range of children 2 to 5 Total number of places 50 Number of children on roll 64 Name of registered person Berrygrove Early Years Centre

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reference number

Telephone number 01923676763 Date of previous inspection 14 June 2016

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Information about this early years setting

Berrygrove Early Years Centre registered in 1998. The nursery employs 17 members of childcare staff. Of these, 12 hold appropriate early years qualifications at level 2 or 3. The nursery opens from Monday to Friday, all year round, and sessions are from 8am until 6pm. It provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector carried out a learning walk with the manager. n The inspector observed staff's teaching and their interactions with children indoors and outside. n The inspector spoke to staff and children and held a meeting with the provider and manager. n Key persons and the inspector discussed the learning needs of children and how they monitor their ongoing progress. n A sample of paperwork, including staff qualifications, suitability checks and safeguarding policies and procedures were seen by the inspector. n The inspector spoke to a number of parents and took account of their views.

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Inspection activities

10 September 2019 We carried out this inspection 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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Inspection activities

10 September 2019 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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