Setting EY444729

Report for childcare on domestic premises

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Overall effectiveness Requires improvement

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

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The provision requires improvement

Some staff have high expectations for children's learning. In the toddler and pre- school age groups, staff know children well and provide them with challenging next steps for their development. However, staff in the baby room discuss their plans for children's learning but do not fully implement the support and guidance babies require to achieve these. For example, staff do not give them time to practise verbalising without their dummies. They often miss opportunities to support children with early speaking skills and to encourage them to talk and babble.

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The provision requires improvement

On occasion, staff do not recognise the interests and needs of the youngest children. Children who are content to explore independently are sometimes at a disadvantage. For instance, staff do not consistently provide babies with interaction or engage them in meaningful activities. Staff prepare older children well for the next stages in their learning, particularly to move on to school. All children are happy and feel safe and secure.

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The provision requires improvement

Staff support older children well in their understanding of rules and boundaries. Children work together to complete tasks. Staff give them praise and reward to recognise their achievements. In contrast, staff in the baby room are not effective role models for behaviour. They do not consistently demonstrate courteous behaviours or encourage children to respect resources and each other during play.

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need to do better?

n The quality of education is inconsistent. Some staff recognise when to challenge children's knowledge and understanding to extend their learning. During a story time in the toddler and pre-school age group, staff skilfully asked a range of questions to encourage children to predict what might happen next. In the baby room, staff miss opportunities to adapt activities to support the individual needs of children. Staff do not fully involve young children in the activities on offer. n Staff present the learning environment across the setting well. They have considered children's interests and current topics to create an inviting space. For example, staff provide children in the baby room with a range of plants and flowers to explore their scent and texture. Older children explore a tray of hidden images of foods. They find, discuss and sort these into the categories 'healthy' and 'unhealthy' with ease.

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need to do better?

n Staff support children's personal hygiene well. Children wash their hands regularly and adults discuss the importance of hygiene to stay healthy. Older children take part in activities that explore drinking water to stay 'hydrated' and develop their understanding of how physical exercise impacts their body. n Children's experiences are variable. On occasion, staff miss giving support and interaction for children's emotional well-being, particularly during nappy

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need to do better?

13 May 2021 changing. They do not use this valuable time effectively to develop meaningful relationships with children. Older children learn how to understand each other's feelings and emotions. For example, when children became upset at lunch, staff swiftly stepped in to talk to children about swapping seats to comfort their friends. n Leaders and managers are aware of the differences in the quality of education across the setting. They have previously implemented support for staff practice in the toddler and pre-school room. However, they have not adopted the same approach for staff in the baby room. n Parents speak well of the setting. They recognise the importance of working in partnership to support their children's learning and development, and value the opportunities they have to contribute. Older children discuss the activities with excitement and enjoy talking about what they do in the garden with their

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders and managers support staff well in their understanding of how to keep children safe. All staff are aware of the action required when they have concerns about both children's welfare and the practice of other adults. Children take age- appropriate risks independently. Staff encourage children to make their own assessment of risk to support their safety. Most staff have attended training in safeguarding to ensure they have the most up-to-date knowledge.

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Due date

coach, mentor and monitor the practice of staff who work with the youngest children to enable them to provide consistently high-quality learning opportunities to meet children's individual needs 18/06/2021

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Due date

ensure staff support young children's communication and language and personal, social and emotional development effectively. 18/06/2021

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should:

13 May 2021 n support staff to role model acceptable behaviour in order to support the youngest children to behave in a positive and respectful way.

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Setting details

Unique reference number EY444729 Local authority Lambeth Inspection number 10194976 Type of provision Childcare on domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 24 Number of children on roll 29

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reference number

Date of previous inspection 10 August 2016

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Information about this early years setting

Ana-Bela's Daycare Nursery opened in 2012. It is located in Norwood, in the London Borough of Lambeth. The nursery is open each weekday, from 7.30am to 6pm, all year round, except on bank holidays. There are 10 staff, including the director and the manager. Of these, six hold appropriate early years qualifications. The nursery receives funding to provide free early years education for children aged two, three and four years.

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Inspection activities

n This was the first routine inspection the setting received since the 2020-21 COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the setting and has taken that into account in their evaluation of the setting. n The manager and the inspector completed a learning walk together. n The inspector carried out joint observations of activities with the manager. n Children spoke to the inspector about their activities and how to keep safe in the garden. n The inspector observed staff practice and held discussions with staff members about the work that they do.

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Inspection activities

13 May 2021 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

13 May 2021 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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