Grace Neighbourhood Nursery

Inspection of Grace Neighbourhood Nursery Mulberry Park Childrens Centre, Boxgrove School, Boxgrove Road, London SE2 9JP

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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 excited to arrive at nursery. They readily play with their friends and explore the range of activities available in the indoor and outdoor areas. The nursery has a forest school that children benefit from. Staff encourage children to explore the environment independently. This allows children to deepen their learning and understanding and experience the world around them. Staff encourage children to work together to overcome challenges. As a result, children build good relationships and relate well to each other. Children generally respond well to the support adults give to help them manage their feelings and behaviour. Staff talk to children as they play and explore. However, on occasions, they miss opportunities to extend children's thinking in order to deepen their understanding and expand their vocabulary. Staff know the children well and are aware of their interests. Staff use this to set up a stimulating learning environment for children.

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The provision is good

As a result, children are eager to explore and spend long periods of time at activities, which helps them to deepen their knowledge. Parents speak highly of the nursery and staff. They comment on the progress their children have made in their learning and development. Managers and staff have high expectations for children. They work with external agencies to continually develop their provision and practice, to help ensure children receive quality care and teaching.

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need to do better?

n Children have access to a variety of natural resources to explore and investigate. For example, they were encouraged to find insects and look at them with a magnifying glass. Staff talked to children about the insects and encouraged children to draw them. n Staff know children well and have a good understanding of how children learn. Children and staff have good relationships. Children communicate confidently with staff and each other. They learn how to play nicely with each other and build friendships. This supports their emotional well-being. n Staff have developed sensitive, responsive, caring relationships with the babies. This means babies are settled and eager to explore. They willingly take on new physical challenges, such as walking across small bridges. n Children show high levels of curiosity. They spend long periods of time exploring and deepening their knowledge in the outdoor area and forest school. The

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need to do better?

outdoor area is well organised, providing children with lots of exciting areas to explore. Children enjoy exploring the mud kitchen and racing on bikes. This supports their physical development. Staff recognise that the forest school gives children a unique opportunity to experience the world around them in new and stimulating ways. n Children develop confidence, perseverance and self-esteem through hands-on learning experiences in the outdoor environment. For instance, staff encourage

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need to do better?

26 September 2019 children to work together to move the logs without adult help. Children enjoy helping one another to achieve tasks. They persevere until they achieve. n Children play alongside one another respectfully and, where support is needed, staff help them calm down and relate positively to each other. For example, staff support children to talk to each other kindly and take turns sharing the bikes. n Children generally respond well to the support adults give to help them regulate their emotions. n Leaders and managers work closely with other providers and external agencies to develop their provision and practice. For instance, outside professionals visit the setting to model practice and set targets for children with special educational needs and/or disabilities. Staff use these targeted strategies to support children's development and to help ensure their time at nursery helps them learn. n Staff report feeling supported. Staff attend training and identify areas for

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need to do better?

improvement within their practice. Leaders give staff support to improve their knowledge and teaching. As a result, most staff are confident and have meaningful interactions with children that develop their learning. The nursery has a clear vision that aims to support all children in developing and reaching their maximum potential. n Children are offered a healthy meal at lunchtime. Older children are confident in feeding themselves. However, staff do not give children the opportunity to further develop their independence and self-help skills by practising serving themselves or independently cutting their food, for example.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff receive induction training to help them understand the nursery's policies and procedures, including safeguarding. The manager offers regular support to staff to help them develop their practice and knowledge. Staff demonstrate a good understanding of what could be a safeguarding issue and know the procedures to follow to report any concerns so that children are protected.

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should:

n help children further develop their independence and self-help skills during mealtimes.

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Setting details

Unique reference number EY303169 Local authority Greenwich Inspection number 10106467 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register Day care type Full day care Age range of children 1 to 4 Total number of places 50 Number of children on roll 74 Name of registered person Grace Education Limited

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reference number

Telephone number 0208 310 0040 Date of previous inspection 17 July 2015

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Information about this early years setting

Grace Neighbourhood Nursery registered in 2005 and is situated in Abbeywood, in the London Borough of Greenwich. The nursery receives funding for the provision of free early education for two-, three- and four-year-olds. It is open each weekday from 7.30am to 6pm for 50 weeks of the year. All staff hold appropriate early years qualifications, including three who have early years degrees.

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Inspection activities

n The inspector and deputy manager carried out a learning walk across the setting to discuss how the curriculum is organised. n The inspector spoke to members of staff and children at appropriate times during the inspection and held meetings with the management team. n The inspector spent time observing children's play and the interactions between children and staff, and the impact these have on children's learning indoors and outdoors. n The inspector took account of the views of parents spoken to during the inspection. n The inspector carried out a joint observation with the manager. n The inspector viewed various documents, including those related to staff suitability.

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Inspection activities

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

26 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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