Fennies Epsom

Inspection of Fennies @ Hook Road 1A, Epsom, Surrey KT19 8TH

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Overall effectiveness Outstanding

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

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The provision is outstanding

Children arrive happy, motivated and eager to learn. They settle straight away into the activities that have been carefully planned for them. Babies are warmly welcomed by their key person, who helps them to settle using a range of sensory resources. Older children know where to hang up their coats and bags, and do so independently upon arrival.

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The provision is outstanding

Children have access to an enclosed garden with a range of resources that support their physical development. Staff actively encourage all children to manage their own risk and offer support should they need it. For example, young children are reminded how to look over the bridge safely when saying 'hello' to the children below.

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The provision is outstanding

Children consistently have positive attitudes to learning. They enthusiastically share their literacy skills and act out stories they have listened to. For example, children independently take turns being the bear from the story about a bear hunt. They proudly share their literacy knowledge with others, reminding each other what happens next in the story. Children confidently spell out their own name and attempt to spell out each other's names.

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need to do better?

n Members of the management team support staff well-being extremely well. They have implemented a range of ways to ensure that staff feel listened to and valued. For example, they have recently introduced time where staff can discuss anything that may be affecting them outside of work. In addition to this, staff are provided with a freshly cooked lunch every day. n The management team provides staff with highly effective, regular supervision where they discuss how children are progressing. Staff can share any concerns they may have, as well as identifying any training needs. They access a comprehensive training package targeted to support their individual learning styles. Staff feel very well supported within their roles. n Children with special educational needs and/or disabilities (SEND) receive excellent support. The management team and staff have high expectations for all children. They work extremely well with external agencies to ensure they

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need to do better?

provide children with consistent teaching and care. The setting uses funding it receives to ensure children are taught new skills in a way that meets their individual needs. As a result, children are making excellent progress. n Members of the management team are extremely passionate about making sure parents feel well supported when their children start. They have recently made some changes to the information they receive from parents about their children. Parents know what their children are learning about and are kept up to date

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need to do better?

4 February 2022 with their progress. The management team has introduced ways to support working parents. For example, parents are able to work remotely from the setting in a designated room. They can order freshly cooked meals to take home when they collect their children. As a result, parents feel very well supported and comfortable to share their feedback. n Children learn from a challenging and motivating curriculum that is consistently embedded across the setting. Babies and young children are learning to be independent. For example, babies are shown how to tidy up the toys before they have lunch. They use this knowledge and copy adults sweeping the floor after lunch with their own dustpan and brush. Young children remind each other to wipe their faces after lunch and to put their wipes in the bin afterwards. n Older children are highly motivated to learn. They communicate confidently with adults and other children, sharing their ideas and respecting the ideas of others.

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need to do better?

For example, children work together to create bridges for small-world bugs. They use a variety of materials to create different types of bridges. The children discuss with each other how effective they think their bridge might be. They apply their mathematical knowledge to their creations, saying, 'two and one make three'. Staff introduce new vocabulary to children, such as 'connecting' and 'joining'.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The management team has robust safeguarding procedures in place that all staff understand. The designated leads for safeguarding understand their responsibilities and place high priority on making sure that children are safe. Staff know how to recognise indicators of abuse and understand the procedures to follow if they have concerns about a child's welfare. They attend regular training and have access to in-house training webinars to update their knowledge, including wider aspects of safeguarding such as preventing children from radicalisation. The management team has made improvements to the risk assessments to ensure children with allergies are supported effectively.

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Setting details

Unique reference number EY481429 Local authority Surrey Inspection number 10216392 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 124 Number of children on roll 106 Name of registered person Fennies Day Nurseries Limited

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reference number

Telephone number 07860268117 Date of previous inspection 20 April 2017

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Information about this early years setting

Fennies @ Hook Road registered in 2014 and is situated in the centre of Epsom, Surrey. The nursery is open each weekday from 7.45am until 6pm all year round. Funding is accepted for the provision of free early education for children aged two, three and four years. A team of 23 staff work with the children. Of these, 10 hold recognised early years qualifications.

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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 their evaluation of the provider. n Managers joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n The inspector spoke to children to find out about their time at the setting, and observed them during play. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The special educational needs coordinator spoke to the inspector about how they support children with SEND. n The inspector spoke to several parents during the inspection and took account of their views.

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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

4 February 2022 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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