Sidcup Day Nursery And Forest School

Inspection of Sidcup Day Nursery And Forest School 289 Main Road, Sidcup DA14 6QL

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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 Not applicable

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The provision is good

Children arrive happy to attend nursery. Staff provide a warm and friendly welcome, which helps children to feel safe and secure. Staff get to know children and their families well from the start. Leaders promote a strong family ethos and ensure that staff are attentive to children's changing needs. Staff provide children with cuddles and offer reassurance in a calm manner. Children are well cared for and feel valued. Leaders have high expectations for all children, including children with special educational needs and/or disabilities (SEND).

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The provision is good

Staff support all children well and children make good progress. Staff plan a broad and exciting curriculum, which builds on children's existing knowledge. Activities and staff's interactions help children to practise their skills and extend their learning. For example, pre-school children show high levels of engagement as they explore the forest-school environment. They use magnifying glasses and tell staff about what they find. Children say 'the slug is massive', and 'there are hundreds of them' as they discover an ants' nest. Staff use opportunities to increase children's vocabulary effectively. They model the behaviour they expect well. Staff provide gentle reminders to ensure children's safety and reinforce the rules in the nursery. Children share resources and are kind to their peers.

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need to do better?

n Leaders have a clear overview of the nursery and are passionate about providing high-quality care and learning. They ensure that there is a robust induction process in place and that all staff know their roles and responsibilities. All staff have regular supervision sessions. They extend their knowledge through continued professional development to support them in raising the level of their teaching further. n An effective key-person system is in place. Staff support babies to settle in over several sessions and build strong attachments. All staff use observations and assessments to ensure that any gaps in children's learning are addressed swiftly. They build on children's interests and identify their next steps in learning. Children's transitions between rooms are a seamless process, which enhances children's resilience and emotional well-being. Leaders work in partnership with local schools to support children to make this move effectively.

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need to do better?

n Staff place a high priority on children's language development. Staff babble and make sounds with babies to encourage back-and-forth interactions. Toddlers learn new words as they play and enjoy singing and looking at books. Older children engage in conversations with staff and their peers. Staff encourage them to extend their sentences and become confident communicators as they prepare for starting school. n Partnerships with parents are strong. Parents speak highly of the nursery staff

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need to do better?

4 June 2024 and the care their children receive. Communication is good and parents receive regular updates on their children's progress. Staff share information about what children need to learn next and ideas to continue their learning at home. Parents say that their children have made good progress, especially with their communication and independence, since starting nursery. n Children benefit from a wide range of activities. They make choices in their play and enjoy the outside area. Staff support children of all ages to develop their physical skills. For example, they crawl through tunnels, steer cars, and balance on beams. Children enjoy healthy meals and follow good hygiene practices. However, staff do not organise routines in toddler room as consistently to help children to continue their learning while they wait for changes in the activities, such as at snack time. n Staff engage with children well as they play. They skilfully weave in counting,

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need to do better?

introduce mathematical concepts, and extend children's understanding. Older children and babies enjoy sharing stories and develop their fine motor skills, for example, through using tools and making marks. However, staff plan some group activities, such as story time in the toddler and younger pre-school room, which do not consistently support all children to develop good listening or concentration. n Leaders and staff reflect on their practice and evaluate it so they can make improvements. Leaders support staff's mental well-being and help them to manage their workloads effectively. They have embedded a culture of diversity and inclusion, which is reflected through the staff team. The special educational needs coordinator (SENCo) liaises with a range of other professionals. She supports staff to help individual children to achieve their targets and prepare them for the next stage of their learning.

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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 review the organisation of daily routines to support children to continue their learning n strengthen group activities, especially story time, to ensure that all children can fully participate and maintain their interest.

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Setting details

Unique reference number 2660896 Local authority Bexley Inspection number 10350666 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 60 Number of children on roll 79 Name of registered person Sidcup Day Nursery Ltd

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reference number

Telephone number 07846089467 Date of previous inspection Not applicable

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Information about this early years setting

Sidcup Day Nursery and Forest School registered in 2022 and is situated in the London Borough of Bexley. The nursery operates for 51 weeks of the year from 7.30am to 6.30pm, Monday to Friday. The nursery employs 20 staff, of whom 19 work with children. Of these, 13 staff hold qualifications between level 3 and level 6. The provider holds qualified teacher status. The nursery offers 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 that into account in the evaluation of the nursery. n The provider and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n The inspector observed the quality of education being provided indoors and outdoors, and assessed the impact on children's learning. n Parents shared their views of the setting with the inspector. n The inspector spoke to staff and the SENCo about how they support children with SEND. n The inspector spoke with senior leaders about the leadership and management of the nursery. n The leaders showed the inspector documentation to demonstrate the suitability of staff.

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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

4 June 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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