Cuddly Bear Day Care Nursery

Inspection of Cuddly Bear Day Care Nursery Sydenham Hill Community Hall, Sydenham Hill, London, Kent SE26 6TT

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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 enjoy attending this warm, inclusive and welcoming nursery. Children are well engaged and supported by the caring staff team. They respond well to the successful and consistent strategies used by staff to encourage their positive behaviour. Children with additional support needs are kept safe and healthy. Staff carefully consider information about children's individual health needs, with the close involvement of their parents. Children adjust well to new routines. They enjoy the communication that they maintain with key persons during extended absences. Those children who are new to the setting show that they feel safe and secure, such as when they approach unfamiliar adults and offer them sensory toys.

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The provision is good

Children make good use of the accessible and inviting resources within the nursery. Pre-school children work collaboratively and demonstrate good speaking skills, as they mix and pour mud using large ladles. They recognise letters and link them to the sounds they make, as they check ingredients and make dough. Babies and toddlers show their emerging interest in books, for example as they choose favourite stories to share with adults. Girls build strength in their large muscles and show determination as they sit astride double-seated tricycles and push the pedals around. Those children who speak another language at home confidently present and describe their art. Children are very well prepared emotionally for their moves within the nursery and beyond. They receive good support to become independent and motivated learners.

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need to do better?

n Leaders have high expectations for children and staff. Staff work with parents to maintain a consistent approach to children's care and learning when children are absent. Leaders implement and regularly review COVID-19 (coronavirus) pandemic protocols and make good use of technology to share information with parents. This helps to minimise any potential gaps in children's learning when the nursery has been closed. n Staff implement personal care and health routines for children that mirror those from home. They work closely with parents and other professionals to ensure that care plans are effective. Staff respond to children's changing needs well. Leaders promote a shared approach with parents and others involved in children's care. This contributes to smooth transitions, including for children who receive additional support, as children move within the nursery or on to school. n Staff provide very good support for children's emotional and social development.

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need to do better?

For example, children know what is expected of them and are keen to be the 'star of the day'. Staff are consistent in their use of visual aids, props and timetables across all rooms. This helps all children to be included in activities. n Children show that they behave well and acquire good social skills. They listen

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need to do better?

27 August 2021 and respond to instructions, share and take turns during group activities and gain increasing confidence in their abilities. Staff provide good support for children to build on these skills, in preparation for school. n Overall, leaders support staff well and identify training for staff to complete. Leaders implement effective procedures for inducting staff and help them to gain recognised qualifications. The special educational needs coordinator uses her knowledge well to assist staff to meet the needs of children who need extra help with their learning, and to ensure that these children's moves on to school are well planned. n Staff demonstrate a good understanding of how to sequence learning to help children progress well from their starting points in learning. For instance, younger children strengthen their small-hand muscles as they manipulate and snip cooked spaghetti with scissors. This prepares them well for later writing. At

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need to do better?

times, staff do not consider how to extend the learning of most-able children during group tasks. Although some activities, occasionally, lack challenge, staff support and encourage children well. n Staff use the wide range of information gathered about children to plan activities that interest and motivate children. Children learn about some of the similarities and differences between them and acknowledge well-known festivals throughout the year. However, some children have fewer opportunities to see themselves, their home language or their culture reflected in the learning environment, or as they play. n Parents speak very highly about the nurturing staff team and value the regular information, support and advice that they receive from staff. They appreciate the opportunities that their children have to make friendships and interact with others, and the flexible approach of staff. Parents comment positively on the

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need to do better?

curriculum activities that staff provided remotely for home. They value the ongoing support and advice from staff about their child's development.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff update their safeguarding knowledge and know how to report concerns or access safeguarding support and advice. They have a secure understanding of how to recognise and respond to potential risks to children's welfare, including from exposure to extreme views or the inappropriate behaviour of colleagues. Staff implement procedures well, such as maintaining secure COVID-19 bubbles to help keep children safe. Information about children's individual needs is shared appropriately to protect children's health. Staff maintain accurate records of children's personal care and health routines, accidents and attendance. They know how to respond in a medical emergency and risk assessments are effective. Leaders have effective arrangements to assess the suitability and ongoing suitability of staff. They work well with other agencies to help keep children and families safe.

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should:

n strengthen support for staff to enhance their teaching skills, so that children are further challenged and able to solve problems n extend opportunities for children to value and share their languages, traditions and backgrounds, and to learn about those of others.

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Setting details

Unique reference number 2515308 Local authority Lewisham Inspection number 10191672 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

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inspection

Total number of places 58 Number of children on roll 63 Name of registered person Cuddly Bear Day Care Limited

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reference number

Telephone number 02082996997 Date of previous inspection Not applicable

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Information about this early years setting

Cuddly Bear Day Care Nursery registered in 2019 and is one of two privately owned nurseries. It operates Monday to Friday, 8am until 6pm, for most of the year. There are 23 staff who work directly with children. Of these, four staff, including the manager, hold level 6 qualifications, two staff hold qualifications at level 3 and six staff hold qualifications at level 2. The nursery provides funded early education places for children aged three and four years.

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Inspection activities

n This was the first routine inspection the nursery 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 their evaluation of the nursery. n The manager showed the inspector around the nursery and explained how children's learning and development is supported. n The inspector observed the quality of interactions between the staff and children, and assessed the impact of these on children's learning. n The manager and inspector jointly observed and discussed a children's activity. n The inspector met with leaders. Discussions included arrangements for the recruitment and support of staff, and safeguarding. n The inspector looked at documents, including evidence of staff's suitability, policies and evidence of staff professional development. n The inspector spoke with staff, children and parents as part of the inspection.

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Inspection activities

Written testimonies from parents were also reviewed.

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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

27 August 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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