Coconut Nursery

Inspection of Coconut Nursery 133 Stoke Newington Church Street, London N16 0UH

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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 Outstanding

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The provision is good

The managers and staff provide a fun-filled and lovely environment for children which covers the different areas of learning. This is especially true of the outdoor spaces. Children feel safe, secure and happy. Children behave well. They play cooperatively and harmoniously with each other. Children take calculated risks when climbing across the obstacle course. They use their imagination well and pretend they are a witch, saying 'abracadabra'. Children have opportunities to grow fruit and vegetables and observe the growth of fruit from the apple and pear trees. Staff in the baby room provide a wide range of rich sensory experiences that enthuse and excite babies to learn. For example, babies become absorbed and focused as they explore sensory items in baskets. Children demonstrate good levels of curiosity and become focused and engaged in activities and play. Older children showed persistence and patience in unwrapping a large block of butter, then took

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The provision is good

turns to cut slices of the butter to place on a weighing scale during their baking activity. Children lead their own play and make choices from the accessible resources in every room. Equally, children eagerly involve adults in their chosen activity. However, on occasion, staff do not consistently encourage children's independence during their daily routines.

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need to do better?

n Overall, partnerships with parents are positive. They highly value the care and education given to their children. Parents use an online app to view their child's progress and make comments. The views of parents, staff and children are taken into account to drive ongoing improvements. Parents value the electronic system of sharing information about their child's learning. Parents say that they feel happier to leave their child at nursery than with their grandparents. n The management team and staff focus well on supporting all children's language skills. Children regularly attend the theatre. Staff repeat, model and extend children's vocabulary. They provide plenty of opportunities for children to sings songs and listen to stories. Staff encourage parents to engage in conversations with their children at home. n Staff receive regular supervision to help improve their teaching and strengthen their skills. The management team provides ongoing training and managers

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need to do better?

respect staff well-being. Staff report that they feel supported in their roles. n The manager and staff provide children with a well-planned curriculum overall. They use an effective system to assess children's good progress. They consider the interests of individual children and their next stage of learning. However, at times, children's independence is not consistently promoted during their daily routines. n Children behave well. They learn how to take turns and share. For instance, they wait patiently for their turn to use bicycles and tricycles, and play cooperatively.

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need to do better?

16 December 2019 Staff provide ways of helping children to show kindness and a caring attitude. n Children relish playing outdoors, where they have many opportunities to develop their physical skills. Staff actively support pre-school children to take risks in play, under constant supervision. Children are given the opportunity to explore climbing apparatus, slide down a fireman's pole, jump off tyres and balance on a balancing beam. n All staff show genuine care for children's emotional well-being. Older children use an emotion board to indicate how they feel. Toddlers become thoroughly engaged in storytelling. They anticipate what is coming next and finish sentences in the story. Staff attentively address the needs of babies. For example, they make sure comfort time is available. Babies have plenty of space to support their physical development and quickly gain confidence to explore the exciting environment. Older children receive constant encouragement and praise

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need to do better?

when they attempt to do things for themselves. n Staff interactions with children are positive. They motivate children to join in and have a go. Children demonstrate good listening and communication skills during their weekly Spanish singing programme. Staff ask meaningful questions to test children's understanding. They provide new words to build on their current vocabulary. Younger children wave and say 'hello' in Spanish.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff can identify signs that would give them cause for concern about a child's welfare. They understand the procedures to follow to refer any concerns in order to ensure that children are protected from harm. Staff undertake safeguarding training and receive regular information updates to ensure their knowledge remains current. Regular checks of the environment are undertaken to ensure that it is a safe place for children to play. Children are reminded of the importance of considering their own and each other's safety, especially when playing outdoors.

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should:

n increase opportunities for children to develop their independence during daily routines.

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Setting details

Unique reference number 144566 Local authority Hackney Inspection number 10128388 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 1 to 4 Total number of places 49 Number of children on roll 59 Name of registered person Coconut Nursery LLP

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reference number

Telephone number 020 7923 0720 Date of previous inspection 26 May 2015

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Information about this early years setting

Coconut Nursery registered in 1992. It is situated in Stoke Newington in the London Borough of Hackney. The nursery is open from 8am until 6pm every weekday all year round, apart from Christmas, Easter and bank holidays. The setting is in receipt of funding for the provision of free early years education for children aged three and four years.

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Inspection activities

n The inspector conducted a learning walk with the manager and observed the quality of teaching during activities indoors and outdoors, and assessed the impact it has on children's learning. n The inspector observed the staff and children as they played, and held discussions with them at appropriate times during the inspection. n The inspector took account of parents' views by speaking to them on the day of the inspection. n The manager and the inspector carried out a joint observation and shared an evaluation of practice. n The inspector sampled documentation, including children's records, evidence of paediatric first-aid qualifications and evidence of the suitability of persons working in the nursery.

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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

16 December 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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