St Mary's Day Nursery

Inspection of St Mary's Day Nursery Siri Guru Ravidass Temple, Vicarage Road, Strood, Rochester, Kent ME2 4DG

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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

Children are warmly greeted at this caring and family-oriented setting. Children demonstrate that they feel safe and secure. Staff plan activities that meet children's interests, so they show high levels of engagement and enjoy playing together imaginatively. For instance, when playing with foam and water, children use spoons to scoop and pour water from one container to another with precision. Staff are on hand to add resources to extend children's play further. For example, when children want to make their foam into 'soup', staff facilitate this by adding play food. Children talk about the fruits and vegetables sharing their knowledge of items such as 'pac choi'.

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The provision is good

The curriculum is well-planned to meet the needs of the children. It currently has a focus on promoting children's independence, their personal, social and emotional development and developing healthy lifestyles. Staff are ambitious for all children to achieve. They use their secure knowledge of the children to provide an environment that inspires and engages them. This enables them to build on their current skills and knowledge. All children, including those with special educational needs and/or disabilities (SEND), progress well in their learning.

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The provision is good

Children behave well and understand what is expected of them. They follow routines with ease. Staff have high expectations for children and are good role models. Children thrive on praise and encouragement, which motivates them to continue striving to learn and improve their skills and knowledge. For instance, staff members often use encouraging phrases like, 'practise makes perfect' and 'great job'. Children smile in recognition of praise and their well-being is high. Children are kind to each other. They know how to share popular resources and take turns.

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need to do better?

n Leaders and managers are passionate and proactive. They have a clear vision in place for the setting. Their goal is to nurture children who are self-reliant and socially confident as they move on from their care. This is evident in the thoughtfully designed curriculum which is understood by all staff. n The staff place an emphasis on getting to know children and their families. Settling-in visits are arranged according to the needs of the children and their parents, ensuring the children feel secure in their new surroundings. During this period, staff focus on establishing relationships with the children and their families. For example, when children speak English as an additional language, staff learn essential words from the family members. This supports children's transitions and meets their needs effectively. n There is good support for children with SEND. The passionate special educational needs coordinator (SENCo), is an advocate for children getting the

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need to do better?

30 May 2024 support they need. She coordinates with external agencies and parents to ensure referrals are made promptly. The SENCo works alongside the staff team, supporting them in planning the children's next steps. School transitions are well organised, with a focus on the unique needs of each child. n Parents are grateful for the kind and caring staff team. Some information is shared with parents regarding what their children have being doing, and their care routines. However, staff do not share more precise information with parents about their children's next steps in learning, or offer support so that parents can encourage this learning at home. n Mathematics is firmly imbedded and is woven into activities. Staff are skilled at asking questions to further embed children's knowledge and understanding. For example, they introduce language such as 'equal', 'more', and 'less'. Staff encourage children to count and name the number of items that they need.

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need to do better?

Children freely use this knowledge in their play. n There is a focus on developing children's communication and language skills. The staff have recognised that children need more support since the COVID-19 pandemic. Staff are skilled communicators who engage in meaningful conversations with the children. They frequently narrate alongside them as they play. Furthermore, stories are used to engage children. They show they know the stories well by repeating key phrases and joining in with actions. n Children are physically active in their play. They enjoy games such as hop scotch, bouncing on the trampoline and using their arms to balance as they navigate obstacle courses in the garden. Inside they develop the skills needed for mark making. For example, children use pencils during role play to make marks which represent appointment cards for the doctors. n Children are learning about differences and similarities between themselves and

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need to do better?

others. The setting is fully inclusive and fully embraces children's home languages and cultures. For example, children take trips to the local Sikh temple to learn about others and their religion. Staff are good role models and children learn to respect each other.

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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 strengthen arrangements for sharing information with parents to help them support and extend children's learning at home.

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Setting details

Unique reference number 103727 Local authority Medway Inspection number 10335727 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 37 Name of registered person Judd, Pauline Lorna

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reference number

Telephone number 01634 722272 Date of previous inspection 26 June 2018

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Information about this early years setting

St Mary's Day Nursery registered in 1992. The nursery operates from the ground floor of a Sikh Temple in Strood, near Rochester, Kent. The nursery is open each weekday from 7.45am to 5.30pm, for 48 weeks of the year. The provider also offers before- and after-school care, from 7.45am until 8.45am and from 3.30pm to 5.30pm, during term time. A holiday play scheme operates from 7.45am to 5.30pm during school holidays. The nursery is in receipt of funding to provide free early education for children aged two, three and four years. The provider employs nine members of staff, all of whom hold early years qualifications at level 3 and above.

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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 their evaluation of the provider. n The manager and deputy joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want their children to learn. 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, manager and deputy carried out a joint observation of a group activity n Parents shared their views of the setting with the inspector. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff 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

30 May 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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