Childcare on Domestic Premises, Full day care in Croydon

Report for childcare on domestic premises

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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 arrive happy and eager to enter the nursery. They are pleasantly greeted by staff who make them feel very welcome. Children form strong bonds with staff, who are very kind and caring. They receive effective emotional support from staff when upset. At times, younger children have the opportunity to be with the older ones outside. This helps younger children to make a smooth move into the pre- school room when the time comes. Younger children successfully negotiate space, and older children assess their own risks as they climb. Children understand what is expected of them. They confidently select their chosen activity from the rich range of resources. They know to return the resources when they have finished.

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The provision is good

The environment is very enticing. Younger children play with water and observe what happens. Older children have vivid imaginations. They use building blocks to make 3D models, which they say are 'a hotel', for example.

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The provision is good

Children learn about similarities and differences between themselves and others. For instance, they learn about each other's cultural backgrounds. Staff encourage children to speak their home language. They learn important words in children's language to support those who speak English as an additional language to enhance their speaking skills.

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need to do better?

n Staff conduct regular assessments of children's learning. They swiftly identify and address possible gaps. They know what their key children can do and what they need to learn next. Staff provide a curriculum that builds on children's interests and what they already know and can do. As a result, all children make good progress. They are supported very well to be school ready. n Staff are clear about the wider learning intentions for children. However, at times, staff do not use opportunities fully to support younger children's concentration and build on their learning, for example during adult-led activities. n Staff use varying questioning techniques to challenge children's thinking skills. For example, before older children place blocks into a bucket, staff ask how many do they think they will need to fill the bucket. Children are confident communicators. They join in with conversations, show good listening skills, share

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need to do better?

and take turns. n Staff read stories to children in the garden using props, which children thoroughly enjoy. Children giggle and eagerly join in with words and phrases they know. Older children then use the props to re-enact the story with each other afterwards, bringing the story to life. Older children enjoy reading to themselves, while others enjoy talking about the pictures in books with staff. n Children benefit from regular trips to the nearby woods and park, which extends

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need to do better?

22 June 2022 their learning about wildlife and nature. They also access a range of outdoor activities that promote exercise and a healthy lifestyle. Meals provided are healthy and nutritious. These help to promote children's good health and well- being. n Children are very confident. Staff offer praise for children's accomplishments to raise their self-esteem. Children are generally independent. For example, they serve their own meals. However, very occasionally, staff carry out simple tasks for children, such as wiping their nose and putting on younger children's shoes, which does not consistently enhance children's self-help skills. n Children's mathematical knowledge and skills are supported well. Staff introduce a range of mathematical vocabulary to children as they play. Older children are encouraged to add and subtract. They use terms such as 'more' and 'less'. Younger children are supported to count and identify numbers effectively.

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need to do better?

n Staff comment that they enjoy working at the nursery. They receive good support in their roles. For instance, they have regular meetings, which support their performance, and training to enhance their professional development. The team evaluates its practice well and makes improvements. This helps to benefit children's learning. n Managers and staff successfully work in partnership with parents. They keep parents well informed, discuss their children's progress and what they need to learn next. Parents are full of praise for the good-quality care and teaching that staff provide.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The manager and staff understand their responsibilities to ensure that children are safe. Staff complete regular training to continue to strengthen their knowledge of child protection. They have a broad understanding of safeguarding issues. Staff know how to report any concerns they have about children's welfare, including to agencies outside of their organisation. Additionally, they know what to do if they have a concern about a colleague's conduct. The manager follows robust recruitment procedures to ensure that those they employ to work with children are suitable.

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should:

n support staff to enhance younger children's concentration even further during their play and focused activities n encourage children to do even more for themselves during their everyday experiences, to further develop their independence.

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Setting details

Unique reference number 2566193 Local authority Croydon Inspection number 10233508 Type of provision Childcare on 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 25 Number of children on roll 33

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reference number

Date of previous inspection Not applicable

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Information about this early years setting

Learning World Montessori registered in 2019. It is located in South Croydon, in the London Borough of Croydon. It operates from 8am to 5.30pm, Monday to Friday, throughout the year. Most staff hold relevant childcare qualifications, including one member of staff who holds a qualification at level 6 and the manager who holds level 4 diplomas in Montessori teaching. The nursery offers funded early education for children aged two, three and four years.

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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 The inspector and the manager completed a learning walk across all the areas of the nursery to understand how the curriculum is organised. n A joint observation of an activity was carried out by the inspector and the manager. n The inspector observed the quality of teaching during activities indoors and outdoors. She assessed the impact this has on children's learning. n The inspector held a number of discussions with staff at appropriate times during the inspection and also spoke to children. n The inspector held a meeting with the manager. She looked at relevant documentation, such as evidence of the suitability of staff and of those living on the premises. n The inspector took account of the views of parents spoken to on the day.

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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

22 June 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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