Chestnut@Halbutt Street

Inspection of Chestnut@Halbutt Street 202a, Halbutt Street, Dagenham RM9 5AA

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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

Leaders have developed a curriculum that is ambitious and carefully sequenced. It is tailored to meet the needs of individual children, with a focus on developing communication and language skills. For example, staff use simple sign language to help children follow instructions. Routines are embedded, and staff skilfully use objects to signal to children when it is time for a change in routine. Children understand what is expected of them, and this contributes to positive behaviour.

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The provision is good

Staff set up inviting activities, and children show high levels of enjoyment as they explore and engage. For example, younger children enjoy the sensory experience of mixing cornflour with coloured water. Older children take delight in using magnifying glasses to find a range of minibeasts hiding in a terrarium. Staff interact warmly with children and offer lots of praise. This contributes to children feeling secure and confident. They demonstrate positive attitudes to learning, approaching adults to ask questions and sharing items they have found or made. Staff support children to manage their own risks. For example, they are supported to safely use balancing equipment. They are taught to look after themselves in hot weather. For example, staff explain to children the importance of staying hydrated.

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need to do better?

n Staff prepare children well for their next stage of learning, including school. Room leaders are clear about what they want children to know and do before they are ready to move up a room. They structure children's learning based on the books they read, which meet children's needs and interests. For instance, the book 'The Colour Monster' is chosen to explore feelings with the children who are transitioning to pre-school. n Staff support the development of children's language. In the baby room, there is frequent singing and verbal labelling. For example, a child picks sea creatures out of the water tray and holds them up for an adult to name. However, group activities in the pre-school sometimes provide fewer opportunities for the most able children to extend their language. n Children benefit from spacious outside areas and many opportunities to be physically active in their play. Babies have lots of space to crawl and cruise along

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need to do better?

equipment at different heights. Older children enjoy taking turns to travel along a balancing trail. Plenty of time outside contributes to their physical health and emotional well-being. n Staff promote children's independence. For example, at mealtimes, babies feed themselves using spoons. Toddlers confidently use forks and pour their own water, and pre-school children serve themselves. This helps to prepare children for school. The food provided is balanced and nutritious, and any allergies or dietary requirements are well managed through the use of colour-coded plates.

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need to do better?

6 September 2023 n Senior staff manage behaviour incidents swiftly and calmly. Children are supported to self-regulate and make progress in managing their behaviour over time. The nursery feels calm and purposeful. However, some staff are less confident when managing negative behaviours, relying on senior staff in these situations. n The special educational needs coordinator (SENCo) is highly skilled and works closely with other professionals to ensure that the needs of children with special educational needs and/or disabilities (SEND) are fully met. The nursery benefits from a well-equipped sensory room, which is regularly used for intervention sessions. Children with SEND make good progress towards closing any gaps in learning. n Leaders prioritise the well-being of staff. Staff comment that they feel well supported and benefit from regular supervisions and quality training sessions. There are many strategies in place, such as staff awards, to ensure that staff

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need to do better?

feel valued. n The new manager, alongside a supportive leadership team, regularly reflects on the effectiveness of the nursery. She has already made some positive changes and has identified some clear goals for further improvement. For example, she intends to use the local area more frequently to provide children with a wider range of experiences. n The manager uses additional funding effectively to support individual children. For example, books have been purchased to introduce a borrowing library. This enables children to develop a love of reading at home with their parents. n Parents comment on the notable progress their children have made since joining the nursery. The manager has plans in place to further engage parents through the introduction of parent workshops and stay-and-play sessions.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The setting is notably secure. Daily risk assessments ensure that all areas are safe and clean. Leaders are highly approachable and very present in the setting. This contributes to a positive culture of safeguarding. Staff are aware of their safeguarding responsibilities. They know the potential signs of abuse and who to report these to. Staff know what to do if they have concerns about other members of staff. Leaders have robust procedures in place for recruitment and induction. This ensures that all staff are suitably vetted to work with children. Most staff are trained in paediatric first aid.

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should:

n consider how you organise group times to ensure that the most able children are

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should:

6 September 2023 motivated by the learning n continue to extend high-quality training and supervisions to ensure that all staff feel confident to support children in regulating their behaviour.

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Setting details

Unique reference number EY491167 Local authority Barking and Dagenham Inspection number 10301137 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 69 Number of children on roll 67 Name of registered person Chestnut Nursery Schools Limited

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reference number

Telephone number 02085953705 Date of previous inspection 15 January 2018

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Information about this early years setting

Chestnut@Halbutt Street opened in 2015. It operates in Dagenham, in the London Borough of Barking and Dagenham. The nursery is open Monday to Friday, from 8am until 6pm, for 51 weeks of the year. The provider employs 11 members of staff. Of these, eight hold relevant qualifications at level 3 or above. The nursery provides 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 manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want their children to learn. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector carried out a joint observation of a communication and language activity with the manager. n The SENCo spoke to the inspector about how they support children with SEND. n The inspector spoke to several parents during the inspection and took account of

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Inspection activities

their views. n The inspector looked at relevant documentation and reviewed evidence of the 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 September 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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