Eveline Day Nursery Schools Limited (The)

Inspection of Eveline Day Nursery Schools Limited (The) East Hill United Reformed Church Hall, Geraldine Road, London SW18 2NR

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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

The nursery has a clear ethos of care, and children are happy and settled. Staff are attentive and respond to children's needs. As a result, children are confident and thrive. They show an eagerness to share what they are doing and are excited to try new things. Staff generate children's excitement and wonder. For example, they plan and create activities to entice and engage children.

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The provision is good

The nursery is calm, and children's behaviour is good. Staff in all rooms set clear expectations and have established routines. This consistency helps children to feel safe and teaches them how to behave. Staff are positive role models and speak to children with kindness and respect. This encourages children to do the same. Staff invite children to show consideration towards others and think about their friends.

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The provision is good

Staff know children well. They design and adapt activities to suit the needs of all children, including those with special educational needs and/or disabilities (SEND). Staff make good use of their observations and assessments to ensure that children make progress. Children benefit from a curriculum that is based around their individual needs and learning styles. Staff use topics as a starting point but create and modify activities to suit children.

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need to do better?

n Staff invite young children to the 'theatre' to hear a story being read. They encourage children's listening skills and introduce new vocabulary to develop their language skills. Staff use props to read and act out a familiar story, and children listen attentively and are captivated. Children remember the story and key words. They eagerly remind staff what comes next and suggest which prop to use. n Children enjoy the peace and quiet of the sensory room. Children of all abilities enjoy time away from the main rooms, and staff use the room to help children to focus. For example, a small group of children play games together. They know to take turns and give their friends a chance to answer. n Staff create activities and a learning environment that reflects children's likes and interests. For example, pre-school children benefit from a multitude of learning opportunities after a visit from local police officers. They are highly

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need to do better?

motivated to search for clues to solve the riddle of the stolen bear. Children use creative thinking and team work to come up with a solution to find him. n Staff create books for children filled with photos to capture their learning journey. Staff use these books to help children to remember and develop their existing knowledge. Staff monitor children's progress by capturing observations and use this information to plan what children need to learn next. Staff and parents share information. They work in partnership with other agencies to work

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need to do better?

29 February 2024 towards positive outcomes for children. n Managers lead by example. They are present in the nursery and know children and staff well. Managers encourage staff to self-evaluate and come up with their own solutions to problems. They offer praise and listen to staff. As such, staff report to feeling happy at work, and their performance is good. n Staff work hard to provide equal opportunities for all children. Staff adapt their practice for children with SEND to ensure inclusion. Children benefit from staff understanding their different needs and abilities. Children learn to love and be accepting of each other in a positive environment. Staff invite parents and friends into the nursery to share their different cultures and languages. Children enjoy looking at family photos on display in every room, which helps to give them a sense of belonging. n Staff make good use of the space and plan time effectively to give all children

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need to do better?

the opportunity to play outside in the garden. Staff are deployed well and communicate with one another frequently. This helps to keep children safe, and they have good levels of engagement from staff. n Staff have access to some training. Managers check their knowledge through a variety of means. The manager understands barriers to learning and adapts the way in which information is conveyed to ensure staff's understanding. However, managers have not focused training for individual staff to enhance their practice and knowledge of how to support children's learning to an even higher level.

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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 encourage staff to extend their professional development in order to enhance their existing knowledge of how to support children's learning and development to an even higher level.

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Setting details

Unique reference number 123143 Local authority Wandsworth Inspection number 10301253 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 63 Number of children on roll 68 Name of registered person Eveline Day Nursery Schools Limited (The)

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reference number

Telephone number 020 8870 0966 Date of previous inspection 30 January 2018

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Information about this early years setting

Eveline Day Nursery Schools Limited (The) registered in 1985 and is located in the London Borough of Wandsworth. The nursery opens all year round, from 7.30am until 6.30pm, Monday to Friday, except for one week over Christmas and bank holidays. The nursery employs 23 members of childcare staff. Of these, one member of staff holds qualified teacher status, six staff have qualifications at level 3 and three staff have qualifications at level 2. 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 into account in their evaluation of the nursery. n The inspector observed the quality of the education being provided across the nursery, indoors and outdoors, and assessed the impact on children's learning. n The manager and staff spoke to the inspector about how they support children with SEND. n The inspector and manager carried out a joint observation in the sensory room. n Parents spoke to the inspector and shared their views. n The manager showed the inspector some nursery documents regarding the suitability of staff. n The manager joined the inspector on a learning walk and talked to the inspector about 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

29 February 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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