Forest Hill Nursery

Inspection of Forest Hill Nursery Living Springs International Church, 8-10 Devonshire Road, LONDON SE23 3TJ

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Overall effectiveness Inadequate

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

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The provision is inadequate

Children's safety is not given sufficient priority. Although staff understand child protection procedures, leaders do not always ensure that equipment is used and managed safely. Young children are left in highchairs for extended periods of time without the safety straps being used. Children then become bored and attempt to reach out around them, which is unsafe. Staff fail to recognise the risk of dragging the highchairs across the room with children still sitting in them without safety straps fastened. Leaders are not always good role models for staff. They are unaware of safe ways to handle children as they lead children by holding their forearms or wrists, which places children at risk of injury.

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The provision is inadequate

The quality of education that children receive does not support them to make sufficient progress in their learning. The deputy is able to describe some appropriate learning intentions for children, however these are not effectively fulfilled in practice. Children are confident to self-select their chosen resources and some children can play cooperatively with their peers. However, planned activities lack focus and are not always meaningful to children. This means that children's own creativity and ideas are not always promoted. Children with special educational needs and/or disabilities (SEND) do not receive the right levels of support needed to help them make the best possible progress. Children are left unsupported for unacceptable periods of time, resulting in them becoming bored or disengaged.

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need to do better?

n Leaders fail to recognise poor practice and have insufficient oversight of the nursery. Consequently, children's safety is compromised. Leaders do not evaluate the setting robustly enough. They do not identify where improvements are needed to support children's safety and to meet their learning needs. n Leaders do not organise staffing effectively. Some children struggle with managing their feelings and behaviour, however this is left for new agency staff to manage. These staff are unfamiliar with the children's needs and do not get the support required. Staff use some positive methods to support children's behaviour such as re-enforcing routines with picture cards. n The grouping of the children and organisation of the environment do not consistently meet children's needs. When there are staff shortages, children are grouped together for long periods. The room becomes over-crowded, which results in the environment becoming chaotic with high noise levels.

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need to do better?

n Children develop some skills to help them progress in their development. They enjoy building train tracks and towers out of construction toys. They build tall towers and excitedly show their friends what they have made. Staff introduce simple mathematical concepts into children's play such as counting, shapes and size.

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need to do better?

11 March 2024 n Some children can confidently express themselves and hold conversations. However, staff do not consistently support all children to make sufficient progress in their language and communication, including those with SEND. n Children show pride when their name is sung during the welcome song and some children are able to communicate how they are feeling. Older children confidently speak to visitors about what they are doing. They act out using the doctors set and know what a stethoscope is used for. n Overall, children are content when they arrive at the setting and are greeted warmly by staff. However, leaders sometimes communicate with children in an abrupt way by giving one word instructions such as 'come' or 'sit'. This does not support children's emotional well-being. n Staff build positive partnerships with parents. They provide useful daily handover information and more detailed feedback about children's progress during

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need to do better?

planned parents' evenings. Leaders have considered how they can involve parents more in nursery life and intend to invite parents in to read stories to children in home languages. n Parents speak positively about the setting. They find the staff friendly and supportive with matters such as toilet training. Parents like receiving updates about their children's development. They enjoy hearing their children sing songs and rhymes that have been learned at the nursery. n Children benefit from healthy fruit snacks. They name the fruits and talk about the different colours. However, children's physical health is not consistently supported as they do not always have daily opportunities to access outdoor play. Children's behaviour deteriorates when they become bored and they repeatedly run around indoors, which staff fail to recognise.

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

There is not an open and positive culture around safeguarding that puts children's interests first.

p.3

Due date

improve staff's understanding of risk assessment to ensure that equipment is appropriately used to support children's safety at all times 05/04/2024

p.3

Due date

11 March 2024 ensure that staff use safe and respectful methods when handling and communicating with children 05/04/2024

p.3

Due date

increase staff's knowledge and understanding of how to support and meet the needs of children with SEND to enable them to make the best possible progress 30/04/2024

p.4

Due date

ensure all staff understand how to plan and deliver a curriculum that is precisely tailored to the individual needs of each child 30/04/2024

p.4

Due date

ensure planned activities are meaningful for each child taking part and maintain their interest 30/04/2024

p.4

Due date

improve the organisation of the environment and grouping of children to ensure their needs are consistently met and their behaviour is positively supported 30/04/2024

p.4

Due date

ensure all children have daily access to outdoor play. 05/04/2024

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Setting details

Unique reference number EY446524 Local authority Lewisham Inspection number 10319815 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

p.5

inspection

Total number of places 30 Number of children on roll 27 Name of registered person Sophia Blankson and Joel Ajala Partnership

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reference number

Telephone number 02082911960 Date of previous inspection 23 May 2022

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Information about this early years setting

Forest Hill Nursery registered in 2012 and is located in Forest Hill, in the London Borough of Lewisham. The nursery is open Monday to Friday, from 8am to 6pm, all year round. The nursery receives funding to provide early education for children aged two, three and four years. There are five staff who work at the nursery, four of whom hold recognised early years qualifications between level 2 and level 6.

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Inspection activities

n The inspector discussed any continued impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The deputy and the inspector completed a learning walk together. The deputy explained how the curriculum is organised and intentions for children's learning. n The inspector observed teaching practices and considered the impact these have on children's learning. n The inspector held discussions with the leadership team and staff, and gained feedback from parents. n The provider and the inspector carried out a joint observation within the toddler room. n The inspector sampled some of the setting's documentation, including evidence of staff's suitability and the progress checks for children aged two years.

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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

11 March 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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