Fennies Woking

Inspection of Fennies Woking Woodham House, Carlton Road, WOKING, Surrey GU21 4HE

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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 Inadequate

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The provision requires improvement

Not all staff's practice is at a consistently good level and some teaching is variable. This means that sometimes children's care and learning needs are not met well enough. Despite this, children are mostly happy and settled and enjoy their time at nursery. When new children become unsettled, they receive consistent reassurance and support from staff.

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The provision requires improvement

Children enjoy a good range of activities and learning experiences, including those led by specialist staff who visit the nursery. The effective range of resources and equipment outdoors promotes children's development well, particularly their physical skills. There is a good focus on communication and language to support children's developing speech, understanding and vocabulary. Staff working in the younger age groups use Makaton, alongside language which helps to promote children's understanding. Some older children use photos to help them share their needs and to make choices.

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The provision requires improvement

Children receive positive praise and encouragement, which promotes their self- esteem and confidence. They receive reminders from staff about the impact of their behaviour on others. Children explore feelings and emotions with staff. This helps them to begin to understand behaviour expectations.

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The provision requires improvement

Staff understand their key children's needs well, including those with special educational needs and/or disabilities (SEND). Children develop some independence. Babies make choices about what to play with. At times, older toddlers receive support to encourage their self-help skills by some staff, such as learning to put on their coat.

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need to do better?

n The new managers have taken some good steps to improve the quality of the nursery. This has led to some improvements since the last inspection. The senior leadership team are keen to develop staff's practice. There are suitable plans to move the provision further forward. However, although staff receive some good support, their developing practice and understanding of some procedures is not fully embedded. n Staff build good relationships with children, helping them to feel secure. Overall, children develop a positive sense of belonging and feel at ease. Some staff do not always organise routines well. This sometimes leads to children becoming confused and upset as they are not sure what is happening, such as at lunchtime. Some staff do not follow expected processes, such as hygiene procedures consistently. At times, this does not promote children's good health well enough.

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need to do better?

6 March 2023 n Staff understand how activities support children's learning. They support individual children's progress and take good account of their interests to help encourage their engagement. The manager has a clear idea about what she wants children to learn. However, staff do not have a fully secure understanding of the curriculum intentions. This does not enable them to extend children's learning with consistently good teaching. For example, some staff working with older children do not give them time to think and respond, such as to questions. n Some staff engage well with small groups of children, such as when outside at planned activities and during children's self-chosen play. However, they are not always aware of some children who wander and do not engage in purposeful play. At times, staff's approach to extending children's skills is not consistent. For example, toddlers are encouraged to try to put on and take off their coats by

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need to do better?

some staff, while other staff do everything for them. However, during lunchtime, staff encouraged toddlers to serve their own food and they helped them pour their drinks. n Key persons who care for children with SEND have a good understanding of their needs. Special educational needs coordinators support staff and parents well. When needed, staff gain relevant information from outside professionals to help them support children's needs consistently. However, at times, other staff caring for children with SEND do not know how to meet their needs securely, to provide continuity of care and learning. n Good settling-in arrangements help children become familiar with their new environment and key person. Staff gain information about their needs, such as languages spoken at home. They are beginning to develop approaches to support children who speak English as an additional language. For instance, children press buttons with recorded greetings in other languages on arrival.

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need to do better?

n Overall, parents are happy with the nursery's service. They comment positively about the supportive settling-in process and their children's development. They positively comment on the communication with staff and managers. For example, parents receive information through an online system and daily feedback.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Children are generally safe. Effective risk assessments are in place to ensure the environment is safe and secure. Suitable arrangements are in place to ensure a named lead person with responsibility for safeguarding is available at all times. Staff understand their safeguarding responsibilities, they know how to identify indicators of abuse, such as bruising on non-mobile babies. They also identify staff behaviours that would raise concerns. Staff also know who to report any concerns to, both in the nursery and outside of it. Record-keeping is effective and demonstrates that procedures are followed and includes details of any other professionals involved.

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Due date

ensure staff understand the curriculum, to enable them to implement the learning intentions effectively in their teaching and to support all children's learning and development 17/04/2023

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Due date

ensure staff working within the rooms with children with special educational needs and/or disabilities, understand children's needs, so they know how to support them more effectively. 17/04/2023

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should:

n support staff further to understand how to allow time for children to think and respond to enable them to share their own ideas n embed staff's awareness of how to promote children's developing independence to enable children to try and do more things for themselves n continue to build on and support staff's understanding of their roles and responsibilities, including in relation to the quality of their teaching and hygiene practice to raise their practice and the overall provision to a consistently good level.

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Setting details

Unique reference number EY547466 Local authority Surrey Inspection number 10278437 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 145 Number of children on roll 146 Name of registered person Fennies Day Nurseries Limited

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reference number

Telephone number 020 8770 3222 Date of previous inspection 28 September 2022

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Information about this early years setting

Fennies Woking, formally Fennies@ Woodhams House, registered in 2017. It is one of 16 nurseries owned by Fennies Day Nurseries Ltd. The nursery is open each weekday from 7am to 7pm, for 51 weeks of the year. The nursery employs 41 staff, including the chef and housekeepers. Of these, one holds qualified teacher status, four hold a qualification at level 6 and 20 hold qualifications at level 2 and above.

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Inspection activities

n The inspector discussed any continued impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The manager joined the inspectors on a learning walk and talked to the inspector about their curriculum and what they want their children to learn. n Children spoke to the inspectors about what they enjoy doing while they are at nursery. n The inspectors talked to staff at appropriate times during the inspection and took account of their views. n The special educational needs coordinator spoke to the inspectors about how they support children with special educational needs and/or disabilities. n The manager and the inspectors carried out two joint observations of planned activities. n The inspectors spoke to several parents during the inspection and took account of their views. n The inspectors looked at relevant documentation and reviewed evidence of the

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Inspection activities

suitability of staff working in the nursery.

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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

6 March 2023 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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