Bear Hugs Day Nursery 3

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Inadequate

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The provision is good

Children arrive happy and ready to begin their day. They are greeted by warm and friendly practitioners, who know them well. Children demonstrate that they feel safe and secure by leaving their parents confidently and seeking practitioners when they need comfort. Children show positive attitudes towards their learning. For instance, they confidently explore their environment and show curiosity in the activities on offer.

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The provision is good

Practitioners support all children, including those with special educational needs and/or disabilities (SEND), to make progress. They know their key children well and provide activities and experiences that teach the areas of learning and support them to achieve their next steps in development. For example, when children enjoy water activities, staff encourage them to count and name colours as they 'fish' for pom-poms and collect them in containers.

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The provision is good

Practitioners are positive role models for children. They communicate respectfully with each other and are gentle in their approach to children. Practitioners support children to become independent in their self-care needs. For example, children learn the importance of good hygiene practices. They wash their hands before meals and after using the toilet.

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need to do better?

n The manager is passionate about child development and has clear intentions for what she wants children to learn. Since the last inspection, she has provided training for staff and has received support from the local authority to improve outcomes for children. The manager supports practitioners to implement the curriculum to ensure that children become confident, independent and develop the skills needed to be ready for the transition on to school. n Practitioners implement a curriculum that supports children to develop in all areas of learning. They adapt activities to support the different abilities of all children who attend. Practitioners monitor children's development to help identify any gaps in their learning. They liaise with parents and other professionals, such as speech therapists, to ensure that they are working together and that children's individual needs are being met. n Practitioners support children's language development. They sing, read stories

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need to do better?

and model language throughout the day by repeating words and small sentences and asking children questions. However, at times, practitioners quickly repeat the question or provide the answer. This means that children do not always have sufficient time to think and respond. n Children are provided with healthy meals and snacks. They have access to fresh water throughout the day. Practitioners promote children's physical

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need to do better?

26 September 2023 development. Children have access to outdoor space with a range of equipment, such as bicycles, push-along toys and a slide. Children benefit from fresh air and explore moving in different ways. This supports children's well-being and physical development. n Children learn about different people and cultures, such as through a range of books, resources and experiences. For instance, families are invited to a multicultural day to share cultural food, traditional clothes and stories. This helps children to respect other cultures while embracing their own. n Practitioners support children who speak English as an additional language by using key words and phrases in their home language. This supports children's communication and helps them to feel included. Practitioners support children to learn English words by using children's home languages with the English word and visual aids, such as pictures or objects.

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need to do better?

n Most children behave well. However, practitioners do not always teach children about the consequences of their actions to help them to understand what is expected of them and how their behaviour can impact others. Furthermore, children on the receiving end do not always have their feelings acknowledged. For instance, when children snatch, they are not always encouraged to return items and children are not always comforted when this happens to them. n Parent partnerships are good. Practitioners share information about children's day with parents. They value parents' views and incorporate these when planning children's next steps in learning. This provides a consistent approach to children's all-round development. Parents speak positively of the nursery. They comment on the good communication and how their children have developed since attending the nursery.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Managers and practitioners understand their roles and responsibilities to keep children safe. They know the policies and procedures to follow if they have any concerns about a child in their care. This includes whistle-blowing against colleagues. Recruitment procedures are robust to ensure that practitioners are suitable to work with children. Since the last inspection, the manager has reviewed the risk assessment procedures to ensure that the environment is safe and secure for children. Practitioners complete daily risk assessments to identify and remove any hazards. Staff keep mandatory training, such as safeguarding and paediatric first aid, up to date.

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should:

n strengthen practitioners' understanding of giving children time to respond to

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should:

26 September 2023 questions to further develop their critical thinking and problem-solving skills. n support practitioners to develop strategies to teach children about the consequences of their actions, including the effects on other people's feelings, to help them learn to manage their behaviour.

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Setting details

Unique reference number EY551032 Local authority Greenwich Inspection number 10290429 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

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inspection

Total number of places 40 Number of children on roll 13 Name of registered person Bear Hugs Day Nursery Limited

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reference number

Telephone number 02083164444 Date of previous inspection 4 April 2023

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Information about this early years setting

Bear Hugs Day Nursery 3 registered in 2017. It is located in Plumstead, in the London Borough of Greenwich. The nursery employs five members of childcare staff. Of these, two hold relevant early years qualifications. The nursery opens from Monday to Friday, all year round. Sessions are from 7.30am to 6.30pm. The nursery provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector discussed any continued impact of the COVID-19 pandemic with the provider and has taken that into account in their evaluation of the nursery. n The inspector viewed the provision and discussed the safety and suitability of the premises with the manager. n The manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years foundation stage curriculum. n The inspector talked to practitioners at appropriate times during the inspection and took account of their views. n The inspector spoke with the nominated individual individual about the leadership and management of the nursery. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The inspector carried out joint observations of group activities with the manager. n The inspector observed the interactions between practitioners and children.

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Inspection activities

n The inspector spoke to several parents during the inspection and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of practitioners 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

26 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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