Chestnuts Nursery Tw1

Inspection of Chestnuts Nursery Tw1 22 Strafford Road, Twickenham, Middlesex TW1 3AE

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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 Not applicable

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The provision is good

Children are happy as they arrive at the nursery. Staff know the children well and work hard at building strong bonds with each child. This helps children feel safe and secure at the nursery. Staff have high expectations for children. They use information gathered from parents to plan a stimulating environment, where children enjoy exploring activities and play equipment. For example, children choose from a range of natural wooden resources, sensory equipment and art and craft activities.

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The provision is good

Staff support children to become independent through simple care routines. Children confidently make decisions and ask staff for guidance when needed. For example, staff help children to wash their hands before meals and after playing in the garden. Children are provided with water and fruit which is available to them throughout the day. Children learn to make healthy choices at snack and mealtimes with adult support. They understand the importance of fresh vegetables and fruit and where it comes from.

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The provision is good

During the COVID-19 (coronavirus) pandemic, the nursery continued to support parents. For example, parents were encouraged to access online nursery meetings and staff shared ideas and activities with parents for children to play at home.

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need to do better?

n Leaders and managers have developed an ambitious curriculum that interests and challenges the children. They have a strong knowledge of the children's learning needs. The team plan activities and themes carefully, based on the children's interests. For example, children learn about people who help us, road safety, recycling, and the life cycle of a frog. Activities and resources available are interesting and encourage children to learn and explore. Children with different abilities are supported so that they make progress in their learning. n Managers and leaders carry out regular staff observation and meet individually with staff to help progress and improve their practice. Staff who have less experience are supported by more senior staff. They receive regular training to ensure they have up-to-date knowledge. n Staff support children to play with each other and take part in games. This helps the children to value each other and make the necessary progress in playing

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need to do better?

together and learning after returning from lockdown. Children concentrate well when taking part in activities. For example, they enjoy spending time creating ice-cream cones. Children proudly point out their creative work, that is displayed on the walls of each of the rooms. n Children have access to the outdoor play area throughout the day. They are encouraged to take risks safely by using the stairs and climbing the wooden logs

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need to do better?

30 July 2021 outside. This helps the children to build their balance and learn how to use their bodies safely. They enjoy using their imagination through role play. For example, playing in the play shop and using the mud kitchen. The children enjoy opportunities to take part in various cooking activities. This supports their mathematical skills as they learn to measure, mix, and count. n Children learn about the importance of oral health and can brush their teeth if they choose to. Staff use positive language with children. For example, they offer gentle reminders to walk inside, use kind hands and remind them that they are all winners. Parent partnerships are strong. The nursery shares with parents how to support positive behaviour. As a result, parents and staff use the same positive methods to manage behaviour at the nursery, as well as at home. n Parents speak highly of the nursery and can see the progress that their child is

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need to do better?

making. However, not all parents know who their child's key person is. Further development of the key-person role is required to offer a settled relationship for the child in the absence of their parents and for the key person to build a relationship with the child's parents. This will further support that children's care is tailored to meet their individual needs.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders and managers follow a robust recruitment process to ensure staff are suitable to work with children. Staff receive appropriate induction and training and are deployed well to ensure children are supervised throughout the day. Staff complete daily health and safety risk assessments to ensure that the environment is safe for children. Children are familiar with what to do in an emergency, as the nursery completes routine fire drills. Staff can identify the signs and symptoms of possible child abuse. They have a good understanding of more complex safeguarding issues. This reduces risk to children and promotes their safety.

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should:

n provide an effective key-person system to ensure every child has a designated key person.

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Setting details

Unique reference number EY562241 Local authority Richmond Upon Thames Inspection number 10194308 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

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inspection

Total number of places 24 Number of children on roll 47 Name of registered person Chestnuts Childcare & Training Limited

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reference number

Telephone number 02088920011 Date of previous inspection Not applicable

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Information about this early years setting

Chestnuts Nursery Tw1 registered in 2018. The nursery employs six members of childcare staff, all of whom hold appropriate early years qualifications ranging from level 2 to level 5. The nursery opens from Monday to Friday from 8am to 6pm all year around. The nursery provides services during schools holidays for older children. The pre-school provides funded early education for two-, three- and four- year-old children.

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Inspection activities

n This was the first routine inspection the setting received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in her evaluation of the provider. n The staff and the children spoke to the inspector at appropriate times during the inspection. n The inspector held a meeting with the manager. She looked at relevant documentation and evidence of the suitability of staff working in the nursery. n The manager and the inspector carried out a joint observation. n The inspector spoke to parents during the inspection and took account of their views. n The children and staff interactions were observed during activities indoors and outdoors.

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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

30 July 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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