Clare Gardens

Inspection of Clare Gardens 349 Westbourne Park Road, London W11 1EG

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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 show that they feel safe and are happy at this setting, as they settle well on arrival. They leave their parents happily. If they are showing any signs of distress, they are quickly comforted by key persons to ensure a positive start to the day. Children build positive relationships with their key persons and other staff at the setting. Staff members work collaboratively with each other to ensure that children feel safe and secure.

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The provision is good

Staff communicate well with parents about their children's needs and achievements. Transitions between rooms are a strength. Staff manage transitions between rooms really well. This enables children to move smoothly and make good progress from when they start at the nursery up until when they move on to their next stage of education. Personalised planning, as well as communication with parents, ensures that children make good progress. The learning environment and resources are age-appropriate and support children in their play. The resources reflect the diversity within the nursery and its community. The curriculum for learning is built around the interests, needs and the cultural experiences of the children.

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need to do better?

n The manager has a clear vision for the setting, which is formed around the core values of building confidence and trust for the children. The manager and room leaders work collaboratively to ensure planning for learning is personalised and connected to the children's needs and interests. Strong, early connections are built with the children at the centre, which allows very young children and their families to join the setting and remain until they are ready for school. n Leaders ensure that staff members receive regular and personalised training. They are quick to identify where more support is needed to improve teaching and learning for the children. n Staff build positive relationships with parents, which contributes successfully to the setting's vision of trust and confidence. Where parents need additional time or support, the setting will accommodate. n Overall, children enjoy healthy meals at both breakfast and lunchtime. They are

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need to do better?

encouraged to make choices and develop their independence through self- service. One parent commented on the improvement of their child's eating habits since attending the setting. n The indoor provision is good. Resources are attractive, accessible and relevant to the experiences of the children. Outdoors, children are encouraged to develop their gross motor skills. However, interactions with staff outdoors are sometimes less effective. n In the baby room, staff take care to ensure the children are safe and enjoying

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need to do better?

23 March 2023 their learning. There are good levels of engagement from the children, and interaction between the adults and the children is consistently strong. For example, the children are encouraged to sit and play with cornflour in the heavy- duty plastic tray. During this activity, children show that they have grown in confidence, as they had initially looked on before deciding to have a go for themselves. Children are encouraged to use simple, single words to communicate their needs. This links directly to the curriculum intent for the children. n The older children display their confidence in directing their own play. Leaders promote the appropriate pre-school experiences and mostly support children in the next stage of learning. Children join in enthusiastically with nursery rhymes and games. However, where the quality of education is less effective, some children do not engage in play with their friends, with less interaction or

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need to do better?

observation from staff. In addition, language and vocabulary are not always extended to challenge the most confident children. n Parents comment on the positive representation of their children and their cultural identity within the setting. They appreciate the regular updates to the learning environment. Parents say that their children receive a good education, at the heart of which is the building of trust and confidence.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff have a good understanding of what to do it they have concerns about a child or the behaviour of staff members. They receive regular training and are supported by the manager to further develop their own understanding of child protection and safeguarding. The managers have clear and organised systems of recording staff induction, training and for keeping up to date with safeguarding documentation. Staff risk assess the premises to identify any hazards or safeguarding concerns and take necessary action to ensure that children are kept safe. Staff supervise the children well to ensure that they are kept safe at all times.

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should:

n build on the interactions staff have with children during large-group activities, particularly during outdoor play n review the organisation of some adult-led activities to help older children remain focused and engaged in their learning.

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Setting details

Unique reference number 2604982 Local authority Kensington and Chelsea Inspection number 10263412 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 41 Number of children on roll 41 Name of registered person Royal Borough of Kensington and Chelsea

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reference number

Telephone number 0207 221 3784 Date of previous inspection Not applicable

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Information about this early years setting

Clare Gardens Nursery registered in 2020. It is situated in Ladbroke Grove, in the London Borough of Kensington and Chelsea. The setting opens Monday to Friday, from 8am to 5pm. The setting receives funding to provide free early years education for children aged two-, three- and four-years old. There are 19 members of staff who hold early years qualifications.

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Inspection activities

n This was the first routine inspection the setting 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 The manager showed the inspector around the setting, indoors and outdoors. She showed the inspector how planning and the implementation of the early years curriculum are delivered for each room. n The inspector checked key safeguarding and recruitment documents. n The inspector carried out a joint observation with the manager. n The inspector held discussions with staff and the manager about safeguarding and how they meet the children's learning and development needs.

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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 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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