1st Place at Cambridge House

Inspection of 1st Place at Cambridge House Cambridge House & Talbot, 131-139 Camberwell Road, London SE5 0HF

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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

Children engage well with learning at this inclusive and welcoming nursery. Those children who are new to the nursery, or children who become upset following extended absences, receive warm reassurance from staff. They respond well to the comfort and cuddles they receive. Children who need extra help with their learning progress very well from their starting points. They demonstrate confidence in their abilities, such as when navigating on the bicycles that they ride. Children who speak another language at home show pride in their achievements, and children are eager to show their artwork to adults.

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The provision is good

Children have consistent opportunities to explore the attractive and well-resourced learning environment. Children behave well and show that they feel safe and secure. They enjoy playing alongside their friends during role play. Children collaborate well with their peers and adults in the pretend kitchen. Babies develop their physical skills as they navigate wooden bridges and tunnels. Pre-school children focus and concentrate for extended periods during creative sessions with the artist-in-residence. They show their understanding of number as they count the strips of tape that they stick together. Children experience a range of sensory activities. For example, toddlers run their fingers through flour and sand. Older children roll and manipulate clay. Children who need extra help to communicate begin to use single words, and develop a keen interest in letters and numerals.

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The provision is good

Children's moves within the nursery, and beyond, are well planned. They respond well to the high expectations of staff. Children receive good support to develop the skills and attitudes that they need for future success.

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need to do better?

n Leaders are ambitious for children and staff. They involve staff in research to further explore how children learn best. Leaders identify professional development opportunities for staff and encourage them to gain recognised qualifications. They use additional funding effectively to enhance children's learning experiences. This contributes well to the progress children make in their learning. n Leaders and staff understand how to sequence learning. Toddlers explore patterns and marks such as when they run wheeled trains in paint. Children strengthen the small hand muscles they need for later writing, for example as they manipulate clay. n Staff identify possible gaps in children's learning at an early stage. The manager and special educational needs coordinator liaise well with other professionals to get children the help they need, with the close involvement of parents. This helps to narrow persistent gaps in learning.

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need to do better?

16 November 2021 n Staff establish warm bonds with children and support their emotional needs well. For example, children who find it difficult to settle in, or those who need extra support to manage their emotions, benefit from targeted time in a sensory room. Staff offer children comfort items from home. This helps children to feel more emotionally secure. n Staff use resources in the local community to extend children's learning. Children experience the natural environment, for example during regular forest school sessions and while on park visits. This helps children to develop an awareness of the world around them. n Staff support babies to develop their curiosity. For example, babies explore natural materials and handle shiny or textured items. Staff implement personal care routines that mirror those from home. Older babies begin to recognise their physical needs. For example, they settle themselves into large cushioned wicker

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need to do better?

baskets when they are tired. n Children develop their communication well. They enjoy regular songs and music. Babies sway and toddlers get up to dance, during singing sessions. Staff help children who speak another language at home to acquire good English speaking skills. However, opportunities for some children to recognise, value and share the languages they speak at home are less well developed. n Staff share initial and ongoing information with parents. They provide regular feedback to parents about their children's learning experiences. Staff develop positive relationships with parents, some of whom are involved in learning projects with their children. Opportunities for other parents to build on their children's learning at home are more limited. n Parents speak highly about their children's experiences and the committed staff team. They value the local visits, events and creative opportunities offered to

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need to do better?

their children. They comment positively about the emotional support that staff provide to their children during periods of change.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders and staff update their safeguarding knowledge. They know how to recognise potential risks to children's welfare, including exposure to extreme views, domestic abuse or possible concerns about the behaviour of a colleague. Leaders understand the roles of relevant agencies. They work confidently with other professionals to help keep children safe, and access early help for families when needed. Leaders follow safe recruitment guidance. There are effective arrangements to assess the initial and ongoing suitability of staff. Staff manage the individual needs of children, such as dietary requirements and care plans, appropriately. They implement procedures effectively, for example risk assessments.

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should:

n extend opportunities for children to recognise and share the languages, cultures and traditions they experience at home n enhance existing good partnerships with parents, so that they are all routinely supported to understand how to build on their children's learning at home.

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Setting details

Unique reference number EY430448 Local authority Southwark Inspection number 10138215 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 66 Number of children on roll 87 Name of registered person 1st Place Children and Parents' Centre Ltd

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reference number

Telephone number 020 7358 7009 Date of previous inspection 20 July 2016

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Information about this early years setting

1st Place at Cambridge House registered in 2011. The nursery is located in Camberwell, within the London Borough of Southwark. The nursery is open on weekdays, from 8am to 6pm, for most of the year. The provider receives funding to offer free early education for children aged two, three and four years. There are 22 staff who work directly with the children. Of these, three staff, including the manager, hold qualifications at level 5 and above. There are 10 staff who hold qualifications at level 3. A further five staff hold qualifications at level 2. The nursery staff follow an individual approach to early education which has been influenced by the early education practice of Reggio Emilia in Italy.

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Inspection activities

n This was the first routine inspection the provider 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 her evaluation of the provider. n The manager showed the inspector around the nursery and explained how staff support children's learning and development. 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 a senior leader met with the inspector. Discussions included arrangements for the recruitment and support of staff, and safeguarding. n Documents were reviewed. These included evidence of the suitability of staff, the nursery's development plan and evidence of staff professional development. n The inspector spoke with staff, parents and children as part of the inspection.

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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 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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