Rockingham Community Day Nursery

Inspection of Rockingham Community Day Nursery Falmouth Road, LONDON SE1 4JW

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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 Good

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The provision is good

All children, including those who receive additional funding, make good progress from their starting point in learning. Children are happy, feel safe and content in the nursery. Children have settled well in the nursery and form secure bonds with staff. They are eager to attend nursery and choose an activity that interests them.

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The provision is good

Children with special educational needs and/or disabilities (SEND) benefit from tailored one-to-one support to help them make the progress that they are capable of. Children display positive attitudes to learning. For instance, they sing rhymes with enthusiasm and copy matching actions. Two-year-olds maintain a good level of concentration and engagement while looking at emotion pictures to help them understand different feelings. Some older children can recognise the initial letter of their names and begin to write them.

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The provision is good

Children are generally considerate of each other and behave well. For example, they share and pass on resources while playing music with the xylophone. Children begin to understand how to manage risks and staying safe. For example, they know that they need to call 999 for help if there is an emergency or in case they get separated from their parents while out and about.

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need to do better?

n The manager and staff have a clear vision for the nursery. They develop a broad and an ambitious curriculum to ensure that all children make good progress in their learning and development. They utilise additional funding well and set high expectations for all children's learning. For example, they purchase books and resources specific to children's individual learning needs to help close gaps in their development. All children, including those from disadvantaged backgrounds and those whose first language is not English, make secure progress from their starting points. n The key person system is effective. Children form close relationships with staff and build secure attachments. Staff have a good knowledge of what children can do and cannot do. They use this information well to plan and meet children's individual learning needs. Most children are prepared well for their next stage of learning, including starting school.

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need to do better?

n Partnerships with parents are effective. Staff use the online system and face-to- face communication well to keep parents informed about children's care and learning. In addition, the staff team seek and act on the views of parents to help identify areas to improve and drive improvements. Parents are kept up to date with staff changes and other welfare matters through regular emails and 'WhatsApp' communication. Parents express their satisfaction at the service they receive and feel reassured to leave their children at the setting.

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need to do better?

23 February 2022 n Staff working with children are very experienced and knowledgeable. They are prompt to identify and organise support, working closely with external agencies to help children who need additional help with their learning to catch up with their peers. Overall, staff interact positively with children and adapt their teaching to suit all children's needs. For instance, they use effective teaching techniques, such as picture cards and one-to-one activities, to help those children whose speech is delayed. However, on occasions, staff do not ensure that their teaching is consistent to keep all children engaged in meaningful learning, particularly when children play outside. In addition, some group time activities are not planned well to ensure that the younger children can participate fully. n Children display good levels of emotional development. Staff encourage children to share and take turns. Moreover, they use effective explanations and

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need to do better?

distractions to help children learn to choose between right and wrong. This approach contributes positively to the way children behave.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The manager and staff implement robust policies to help safeguard children's welfare. They have a suitable understanding of child protection, including the procedure to follow if they have any concerns about a child's welfare. Staff understand the whistle-blowing policy and know how to raise concerns externally. Staff attend regular training to develop awareness of wider safeguarding matters, such as the 'Prevent' duty, female genital mutilation (FGM) and county lines. Staff carry out regular checks of all areas of the premises to remove any potential hazards to children's safety. They follow robust infection control procedures to help minimise the risk of cross-infection in the nursery and assure children's safety.

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should:

n improve staff's understanding of how to implement the curriculum intent consistently, particularly when children play outside to help keep them meaningfully engaged n reduce the size of some group activities so younger children can participate fully to help extend their play and learning.

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Setting details

Unique reference number 107456 Local authority Southwark Inspection number 10216564 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 32 Number of children on roll 44 Name of registered person Rockingham Nursery Association Committee

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reference number

Telephone number 020 7403 5643 Date of previous inspection 15 September 2017

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Information about this early years setting

Rockingham Community Day Nursery registered in 1992 and operates in the London Borough of Southwark. The nursery is open each weekday from 8am to 6pm for 48 weeks of the year. The nursery receives funding to provide free early education for two-, three- and four-year-old children. There are five members of staff who work directly with the children, all of whom hold qualifications at level 3.

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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 setting. n Some parents shared their views with the inspector and these were taken into account to assess the effectiveness of partnerships with parents. n A range of documents, such as staff's suitability checks and qualifications, were viewed by the inspector. n The inspector observed staff's interactions with children and the impact these have on children's learning. n A learning walk was conducted by the inspector and the manager of the nursery to discuss how the early years provision is organised and structured. n The inspector conduced a joint observation with the nursery manager and held discussions about children's learning. n The inspector spoke with staff and children at appropriate times.

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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

23 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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