Alexander House Nursery Wimbledon

Inspection of Alexander House Nursery Wimbledon 1 Quicks Road, London SW19 1EZ

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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

Staff provide a calm and nurturing environment for children to play and learn. Most of the time children of mixed ages socialise together in a spacious, newly refurbished large play area. As a result, children of all ages are confident and independent learners. They keenly explore the environment and independently access a range of experiences and toys. Children begin to develop good social skills, and they behave very well together. Very young children learn new skills from older children, and they are tremendously confident. This means overall, children make good progress from when they first start.

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The provision is good

During daily outings to local parks, staff are vigilant and always supervise children to help maintain their safety and well-being. Staff support children's awareness of how to keep themselves safe. For example, staff make sure that children are holding hands when they cross the road. Children develop a positive sense of self within their local community. They excitedly run and jump in a large open space to help promote their good health. Children have lots of fresh air and physical exercise. Indoors, young children excitedly crawl through pop-up tunnels and older children skilfully negotiate obstacles as they ride wheeled toys. Staff support children's physical development and skills well.

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need to do better?

n Leaders continue to embed their high vision for providing quality, inclusive care and education to all children. They acknowledge the importance of reflecting on practice and successfully identify further improvements, for example continuing to focus more precisely on planning an education programme to build further on what children know and can do and what they need to learn next. n Leaders understand the importance of continuous professional development to help improve staff's knowledge and teaching of the curriculum to an even higher level. They recognise that additional support and training for staff is required. This will further improve staff's knowledge to help design a curriculum that consistently meets children's individual learning needs. n Staff say that they appreciate regular online training opportunities and staff training days on, for example, how to promote positive behaviour and support

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need to do better?

some children who may have gaps in their learning and development. n Staff do not always adapt their interactions and already good teaching skills to consistently meet the needs of the different ages of children. For example, during circle time, some children become bored and distracted, particularly the youngest children. n Staff promote children's communication and language skills. They provide many opportunities for children to sing songs and develop a love of books and early reading skills. For example, children excitedly join in as they sing 'The Wheels on

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need to do better?

8 August 2023 the Bus'. Older children enjoy trips to the local theatre to listen to well-known stories. They eagerly recall favourite parts of a story, such as 'We're Going on a Bear Hunt'. n Children enjoy a range of healthy meals and snacks to help develop their understanding of eating healthily and healthy choices. During a teddy bears' picnic, children thoroughly enjoy sliced cucumber and peppers, wraps and hummus, and fresh fruit for a snack. n Overall, parents say that they are happy with the care and progress children make over time. They appreciate daily conversations with key staff and regular updates online about the progress their children make and what they need to learn next. This helps to promote a consistent approach and effective partnership with parents. Parents confirm that they share in-depth information with key staff when children start. For example, staff find out key words children

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need to do better?

speak and/or hear at home. However, this is not always consistent. n Staff promote children's uniqueness and sense of belonging generally well. For example, children recognise labelled boxes where they store their personal belongings and see displays of their family members' pictures. However, even though key staff know the languages children speak and hear at home, this is not fully supported within the nursery.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The manager and staff undertake training to help them to recognise possible signs and symptoms of abuse. They know the correct procedures to follow should they have any concerns about a child or an adult's suitability within the nursery. Procedures are in place to complete rigorous safety checks within the nursery and during outings to ensure children are not exposed to the risk of harm. A robust recruitment procedure and ongoing checks ensure that adults who work with children are suitable. Some staff hold paediatric first-aid certificates to meet requirements.

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should:

n provide staff with support and training to raise the quality of teaching and learning to an even higher level n continue to improve the implementation of the curriculum to ensure the individual learning needs of all children are consistently met n promote children's uniqueness so that they see and hear the languages they speak at home.

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Setting details

Unique reference number 2710338 Local authority Merton Inspection number 10302491 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 38 Number of children on roll 33 Name of registered person Sierraina Education Limited

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reference number

Telephone number 07483908492 Date of previous inspection Not applicable

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Information about this early years setting

Alexander House Nursery Wimbledon registered in 2022. The nursery is located in Wimbledon in the London Borough of Merton. The nursery provides care from 8am until 6pm, Monday to Friday, for most of the year. There are five members of staff employed, including a cook. Of those, four staff working directly with children hold a childcare qualification at level 3. The nursery receives funding to provide early education for two-, three- and four-year-old children.

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Inspection activities

n We carried out this inspection as a result of a risk assessment, following information we received about the provider. 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 manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want children to learn. n The inspector observed the quality of education being provided, indoors and during a trip to the park, and assessed the impact on children's learning. n The manager and the inspector carried out a joint observation during circle time. n Children spoke to the inspector about what they enjoy doing while at the nursery. n The inspector talked to staff at appropriate times during the inspection and took account of their views.

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Inspection activities

n Parents shared their views of the nursery with the inspector. n The inspector spoke with the provider and the manager about the leadership and management of 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

8 August 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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