Mary Seacole Day Nursery & Family Support Unit

Inspection of Mary Seacole Day Nursery & Family Support Unit MAPP Community Centre, 22 Mount Pleasant, Reading, Berkshire RG1 2TD

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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 Requires improvement

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The provision is good

There is a real sense of family at this home-from-home nursery. The ethos for children to develop a sense of self-worth and self-confidence is seen across the setting, as children enter the nursery happily and settle quickly. They confidently talk to staff and share their experiences with others. Staff have high expectations of children, including children with special educational needs and/or disabilities (SEND). This helps all children to make progress and be ready for the next educational stage.

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The provision is good

Children are kind to each other and follow the rules in place. Children are well behaved and listen to reminders from staff about waiting their turn and sharing resources. They show good levels of concentration and are familiar with well- established routines. For example, they line up patiently as they wait to go outside. In the garden, children participate in various physical activities to support their developing muscles and coordination skills. They climb, run and jump and respond well to staff's expectations as they remind them to take care and share. Staff provide children with opportunities to make marks using different tools, which helps to strengthen the muscles in their hands that are needed for later writing skills. Displayed examples of children's work show how children are able to write their own names.

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need to do better?

n The manager and staff have worked hard since the previous inspection to create and implement effective strategies to communicate with other professionals working with children and families. Required assessments are now fully in place to ensure that any gaps in children's development are swiftly identified and support is put in place. n Parents tell staff what children already know and can do when they start at the nursery. Regular assessments shared via an online app have developed continuous communication. In addition, parents receive guidance on supporting children's learning at home and comment they enjoy receiving photos and feedback. There are strong partnerships with parents. Staff communicate with them effectively. Parents are highly complimentary about the nursery. They comment positively about the staff and the progress their children have made since starting, such as in their language and social skills. Parents praise the

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need to do better?

manager for her compassion and commitment to their children's and their families' individual needs. n Children enjoy books, song time and planned activities, which inspire them and reflect their interests. Staff regularly join children at their self-chosen play and activities and engage them in discussions and conversations. However, sometimes, staff's interactions do not fully consider children's needs to think and

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need to do better?

25 April 2024 respond with their own ideas and thoughts. Nevertheless, staff provide positive encouragement to help motivate children's learning. This helps to promote children's enthusiasm for taking part in play and activities. n The nursery chef provides children with healthy, freshly cooked meals and snacks. Children learn good hygiene practices, such as washing their hands before eating. They are encouraged from a young age to feed themselves with cutlery, helping to promote their independence. Children peel bananas and oranges and learn about how fruits grow from seeds as they scoop them out of watermelons. They then discuss how they will need water and sunlight to grow. n Children and staff come from a diverse range of cultural backgrounds, which is recognised and valued within the setting. For instance, they learn about a wide variety of festivals and religious events throughout the year. This helps children

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need to do better?

to learn about their similarities and differences in enjoyable ways. Older children go on outings, such as to the local library, and younger children learn about different cultural foods. n Staff are good role models and encourage children to be thoughtful and kind. Children are delighted to take on the role of helper and take responsibility for small tasks, such as handing out plates at lunchtime. When children struggle with their emotions, staff are quick to offer guidance and support. They make sure strategies are in place to help children calm down and begin to manage their feelings and behaviour in the newly developed self-regulation tent. n The manager has good systems to support staff's professional development. She looks to support any areas for further development with focused training. However, identified training is not always secured and some training is not always fully completed.

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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 use opportunities to support and encourage children to express and have time to respond with their own views and suggestions during planned activities n extend professional development opportunities to raise the quality of education to an even higher level.

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Setting details

Unique reference number EY297552 Local authority Reading Inspection number 10300410 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 31 Number of children on roll 52

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Name of registered person

Mary Seacole Day Nursery & Family Support Unit Committee

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reference number

Telephone number 01183274349 Date of previous inspection 6 June 2023

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Information about this early years setting

Mary Seacole Day Nursery & Family Support Unit first registered in 1991 and registered in the current premises in 2006. The nursery is open each weekday from 8am to 5.45pm, for 51 weeks a year. The nursery currently employs 13 members of staff who work with the children. The manager holds a relevant qualification at level 6, one member of staff holds a relevant qualification at level 7, six members of staff hold a relevant level 3 early years qualification and three members of staff hold a relevant level 2 qualification. The nursery receives funding to provide free 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 manager and has taken that into account in her evaluation of the nursery. n The inspector observed the quality of teaching during activities, indoors and outdoors, and assessed the impact on children's learning. n A joint observation was carried out by the manager and the inspector during a planned indoor activity. n The inspector held a discussion with the manager in relation to the leadership and management of the nursery. She looked at relevant documentation, including evidence of recruitment, staff's qualifications and their suitability to work with children. n The inspector discussed children's learning and development with the staff team and nursery manager. n The inspector spoke to parents and obtained feedback for the inspection.

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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

25 April 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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