The Pelican Nursery

Inspection of The Pelican Nursery 286a Kennington Road, London SE11 5DU

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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

Children arrive and are greeted with a warm welcome. They quickly become engaged in their learning. Practitioners form caring relationships with children, which is supported by a tailored key-person system. As a result, children feel safe and secure. Parents comment on the notable development their children make. Leaders have the same ambition for all children.

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The provision is good

Staff plan a curriculum that captures children's interests. For instance, older children explore shells in sand as they focus on summer. Later, they chop their own fruit and make smoothie ice lollies. Younger children learn about travel. They enjoy the sensory experience of rolling cars in paint and over bubble wrap. Practitioners seize every opportunity to promote children's language development. They use mathematical terms, such as 'more', 'bigger' and 'higher', as young children build a tower.

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The provision is good

Children know the routine of the nursery. They listen to the instructions that practitioners give. For example, children line up to go inside after being caught in their game of tag. Practitioners support children to learn to manage their own risk. For instance, children balance on climbing equipment. Practitioners remind them how to land safely as they jump off. They encourage children to rest and drink water after a physical game and explain the importance of staying hydrated.

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need to do better?

n Leaders have developed an inclusive environment, where staff feel supported. Staff's well-being and future development are considered during regular supervision sessions. Leaders use opportunities to access rich training experiences. They observe staff's practice to monitor its impact. Partnerships are built with local schools. This provides access to additional outside space and later supports children's transition on to school. n Parents speak highly of the safe and stimulating environment. They comment on their children's attachments with key persons and the thorough settling-in process. Parents say that the daily communication from staff provides an insight into children's routines. They are offered termly meetings to gain an understanding of their children's development. However, staff do not consistently provide parents with ideas and suggestions about, for example, how to further support individual children's learning at home.

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need to do better?

n The provider has a clear vision. They have developed a curriculum that enhances children's cultural capital. For example, younger children discover various modes of transport and link this to their travels. Older children cut out tickets and label them for their plane journey. Later, they discuss their destination. Staff have time to reflect on the success of activities during planning

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need to do better?

28 July 2023 meetings. However, they do not always consider the implementation of activities on some younger children's development. For example, opportunities are missed to engage all children when sharing pictures of transport. Consequently, the impact of this activity is ineffective. n Children know the expectations for their behaviour. They respond positively to requests from practitioners. For example, older children help to tidy up. Younger children remove their shoes and socks before they sleep. Practitioners consistently praise children's efforts. This helps to boost children's self-esteem and desire to try. Children's contributions are valued. They vote for stories and activities, and they then use a tally to count the results. n Practitioners swiftly act to identify children with special educational needs and/or disabilities. They work closely with professionals to gain support for children.

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need to do better?

Children who speak English as an additional language make good progress. Practitioners use children's experiences to prepare them for life in modern Britain. For example, they play songs that reflect children's first languages. Children discuss the countries their families are from. n Practitioners place a strong focus on children's communication skills. They provide children with time to think before they answer. Younger children describe the direction a hot air balloon travels. Older children explain the rules of a game. Practitioners thread language through all activities. For example, they encourage children to describe their feelings through stories. Children express their imaginations through role play and action songs. They remember what they have learned, such as recalling that tadpoles grow into froglets before becoming frogs. n Practitioners promote children's independence. Children instinctively wash they

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need to do better?

hands before eating. Older children serve their own meals. Younger children feed themselves and drink from cups. Children enjoy freshly cooked lunches. Practitioners use colour-coded plates to identify children's allergies and dietary requirements.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Practitioners understand their responsibility to keep children safe and know the signs and symptoms of abuse. They know the procedures to take should they have concerns about the welfare of a child or actions of an adult. An effective system is in place to ensure that daily risk assessments and regular fire drills are conducted. Before any trip, the manager travels the route and visits the venue. There are robust procedures in place for safer recruitment. Practitioners are vetted in line with requirements. New practitioners follow an induction process. All staff complete regular safeguarding training.

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should:

28 July 2023 n strengthen the existing communication with parents to provide ideas that will enable them to continue to support their children's learning at home n develop planning to focus on younger children's next steps in learning more precisely.

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Setting details

Unique reference number EY473757 Local authority Lambeth Inspection number 10301150 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 40 Number of children on roll 33 Name of registered person The Pelican Nursery Limited

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reference number

Telephone number 0207 820 6600 Date of previous inspection 16 January 2018

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Information about this early years setting

The Pelican Nursery registered in 2007. The nursery employs eleven members of childcare staff. Of these, three staff hold appropriate early years qualifications at level 3, five staff hold appropriate early years qualifications at level 2 and one member of staff holds a qualification at level 6. The nursery opens from Monday to Friday, all year round. Sessions are from 8am until 6pm. The nursery provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the nursery 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 nursery. n A learning walk was conducted by the manager and inspector, where they discussed the curriculum and the learning environment. n Staff spoke to the inspector at appropriate times throughout the inspection. n The inspector observed the quality of education and the impact on children's learning. n A joint observation was carried out by the inspector and manager, and the findings were discussed. n The inspector spoke with parents and children and took their views into account. n The inspector looked at relevant documents to check staff's suitability.

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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

28 July 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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