Wokingham Day Nursery

Inspection of Wokingham Day Nursery Wescott Road, Wokingham, Berkshire RG40 2ER

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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 and managers have a clear vision for the early years curriculum they provide to enable all children to gain the key skills they need to move on to school. They give priority to ensuring that children gain emotional stability when they start at the setting. Staff conduct home visits, where they meet the child and their parents. During the visit, they gather important information to provide tailor-made care for the children when they start nursery.

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The provision is good

Children's physical development is well supported. For example, staff help them to balance on beams in the garden. Children enjoy dancing to music and following simple action rhymes. They strengthen their hand muscles during the daily routine, using tongs to carefully lift the fruit from the bowl at snack time, and they learn to chop vegetables in the home corner.

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The provision is good

Staff encourage children to become independent, in readiness for school. Children wash their hands before lunch and take their lunch box to the table. They are encouraged to put on their shoes following the music and dance session and choose what and where they want to play. Children behave well. From an early age, they learn to take turns, share and play with their friends. They learn to care for their environment and help to tidy up the toys.

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need to do better?

n Staff have a secure understanding of keeping children safe. They complete regular risk assessments, including head counts, to ensure they account for all children when moving from outside to inside. Staff are vigilant during toileting and nappy changing, ensuring that children are well supervised. Effective recruitment procedures are followed when employing staff who work with the children. Visitors and volunteers are never left unsupervised with children. Staff implement rigorous procedures regarding the security of the front door, to ensure the safety of all children. n Staff use children's interests to lead their planning and provide a varied curriculum across all areas of learning. Staff generally implement the curriculum well. However, on occasion, there is a lack of clarity around exactly what they want children to gain from the planned activities. At these times, although children thoroughly enjoy taking part in activities, their learning is not targeted

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need to do better?

as precisely as intended. During the daily routine, staff provide focused learning to target their key children's individual development needs. Additional funding is used well, to extend the number of sessions children attend. n Children with special educational needs and/or disabilities and those who speak English as an additional language are well supported. For example, staff adapt the environment and the activities to ensure that all children can access them.

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need to do better?

17 January 2024 They use key words in children's home language to communicate with them, particularly when they settle. Staff provide lots of cuddles for new children, to reassure them and develop their trust, and they help them to play independently. n Staff consistently promote children's communication and language skills. They successfully encourage children to gain a love of books. Staff read stories to children and sing songs throughout the day. They use prompts and simple actions, enabling even the youngest children to take part. Children's learning is extended further through art and craft activities. For example, they paint pictures of their favourite book characters. Children show their excitement when they retell the story of 'The Gruffalo'. n Children demonstrate a positive attitude to learning. Staff encourage them to count and recognise numbers during their play. For example, children dig for

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need to do better?

numbered bumble bees in the sand and use mathematical language, such as 'heavy' and 'light', when using blocks. They learn how to put numbers in the correct order and measure ingredients when making play dough. Staff teach children to speak about their emotions, using books such as 'The Colour Monster' to support their learning. n Parents confirm that they are happy with the nursery provision. They have positive relationships and comment, 'The staff are loving and caring; they let the children lead the way in their learning.' Parents enjoy participating in the events organised by the leadership and management team, such as fundraising for the nursery. They confirm, 'It makes the nursery feel like a real part of the community.'

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n enhance the procedures for monitoring how well staff implement the curriculum, to sharpen the focus on the intent for children's learning.

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Setting details

Unique reference number 148629 Local authority Wokingham Inspection number 10311633 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 24 Number of children on roll 41 Name of registered person Wokingham Day Nursery

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reference number

Telephone number 0118 979 0580 Date of previous inspection 3 April 2018

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Information about this early years setting

Wokingham Day Nursery registered in 1974. It is open each weekday, from 8am to 6pm, for 51 weeks a year. The nursery is in receipt of funding for the provision of early education for children aged two, three and four years. There are nine staff employed in the nursery. One has a degree in early years, one has a level 5 qualification, five staff are trained at level 3 and two further staff are trained at level 2.

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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 and inspector completed a learning walk together of the nursery and discussed the early years curriculum. n The inspector spoke with the nominated individual about the leadership and management of the setting. 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 group activity with the manager. n Parents shared their views of the setting with the inspector. n The inspector spoke to the children, to find out about their time at the setting.

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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

17 January 2024 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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