Chestnut Nursery School

Inspection of Chestnut Nursery School 124 Chestnut Avenue, Forest Gate, London E7 0JJ

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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

Children are safe and happy at the nursery. They come to nursery with big smiles on their faces and go in excited about the day ahead. Children feel well supported because staff take time to talk to each parent when they arrive. Children find the move between home and nursery easy for them.

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The provision requires improvement

In the baby room, children take part in a range of well-planned activities. Babies' language development is progressing well. For example, as babies sieve sand, staff repeat the word 'sieve'. Babies learn new words that widen their vocabulary.

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The provision requires improvement

The quality of teaching in the toddler room is more variable. There are some examples of well-planned teaching activities. For example, when staff teach children to listen to the sounds and rhythm that musical instruments make. However, some teaching is not as well planned. For example, when children sit for too long on the carpet listening to a story or singing songs. They then lose concentration and become restless. This does not demonstrate a good understanding of how young children learn.

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The provision requires improvement

Children behave well. They understand the expectations staff have for them. They receive warm praise from staff for the good choices they make. Children copy staff's positive interactions. They learn to speak respectfully to each other and be kind to their friends.

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need to do better?

n Partnership with parents is strong. Parents speak very highly about the warmth of the staff. They value the daily verbal feedback about their child's day. They find the photos and information shared on the app very useful. Staff update this regularly to inform them of what the children have been doing. n Staff have strong relationships with children. They approach staff for comfort. Staff teach children consent by asking them if they would like a cuddle. This teaches children autonomy over their own bodies. Staff give children many opportunities to make choices about their day. For example, staff ask children if they would like to go in the garden 'now or later'. This helps children feel in control of what they do and empowers them to make their own decisions. n Children show respect for the nursery and for each other. They tidy up with pride using the dustpan and brush. Staff plan opportunities for children to

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need to do better?

develop their independence. Children learn to serve themselves and use their knife and fork well during mealtimes. This helps to build their confidence and self-esteem. n The manager has a good understanding of what children need to know at the different ages and stages of development. There are times when staff have

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need to do better?

11 November 2021 thought carefully about how to deliver this programme of learning and what the purpose of an activity is. For example, when children make play dough together and learn to take turns by passing the mixing bowl around a small group. However, some staff do not plan activities with a clear purpose to help children make progress in their learning. For example, when children play with dry pasta, staff are unable to explain what they would like them to learn from this activity. Therefore, the quality of teaching is inconsistent. n On occasion, within the toddler room, staff do not support and encourage quieter children to join in with activities. This means that these children do not make as much progress as they could during these times. n Leaders understand how to support children who may have special educational needs and/or disabilities. They work hard to identify any early concerns and

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need to do better?

work with parents to put an individual plan in place for children who need it. They work with external professionals where necessary to meet the needs of these children. n On occasion, leaders do not deploy staff well within the toddler area. There are times when the majority of the toddlers are in one part of the downstairs area but staff are still spread out among the toddler area, supervising individuals or smaller groups. At these times, some children are not supported well enough in their learning. n Some staff can explain what key children know and need to know next. They then plan activities to help them to achieve these next steps. However, others are unable to explain what the next steps in their key children's learning are. Therefore, they do not plan activities to support these children in making progress. This means that progress that children make is variable.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff have good knowledge of what to do if they have concerns regarding a child's well-being. They attend regular training to ensure they keep their safeguarding knowledge up to date. Leaders display important safeguarding information clearly in the setting for staff to access, if necessary. Leaders stay up to date with safeguarding issues within the local area by attending local authority networking meetings. They can identify any risks for children and address these to ensure that they do not compromise the safety of children.

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Due date

11 November 2021 consider how staff are deployed within the toddler room to ensure that every child is supported well in their learning 28/02/2022

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Due date

identify inconsistencies in teaching and provide targeted support to improve this 28/02/2022

p.4

Due date

ensure that staff are proactive about supporting every child to participate fully, including those children who may choose to communicate less 28/02/2022

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Due date

ensure that staff understand what their key children need to learn next and how to achieve this. 28/02/2022

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Setting details

Unique reference number EY240677 Local authority Newham Inspection number 10213939 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 46 Number of children on roll 51 Name of registered person Chestnut Nursery Schools Limited

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reference number

Telephone number 0208 925 7858 Date of previous inspection 13 October 2017

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Information about this early years setting

Chestnut Nursery School registered in 2002. It is located in Forest Gate, in the London Borough of Newham. The nursery is open each weekday, from 8am to 6.30pm. The nursery employs 14 staff. Of these, two hold early years professional status and 10 have a level 3 qualification.

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Inspection activities

n This was the first routine inspection the setting received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The manager and the inspector completed a learning walk together and discussed the curriculum. n The inspector carried out a joint observation of an activity with the manager. n Children spoke to the inspector about what they enjoy doing within the setting. n The inspector observed the interactions between staff and children. n The inspector had discussions with staff and parents and took their views into account. n The inspector reviewed documentation and a discussion was held with the manager.

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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

11 November 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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