Little Cherubs

Inspection of Little Cherubs 2a Bell Green Lane, London SE26 5TB

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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 Outstanding

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The provision is good

The manager of the nursery is dedicated and caring. Children, staff and parents find him approachable and open. This creates a warm and inclusive 'family' environment. At the start of the day, children are greeted warmly by the staff, who know them well and understand their needs. The safety of the children is given the highest priority.

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The provision is good

The baby room is a calm space for the youngest children. Staff prioritise babies' social and emotional development. Settling-in procedures are clearly effective. Even those babies that have only just started at nursery feel content and secure enough to explore the interesting playthings on offer.

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The provision is good

The curriculum is clear and understood by staff in each of the age groups. As children move through their learning journey, there is a clear focus on developing their communication and language skills. Staff understand the building blocks needed for future learning. Children learn how to play cooperatively together and to regulate their behaviour. They are well supported with self-care skills, such as potty training. The curriculum for the older children supports them to gain independence, in preparation for the move to school. For example, they learn to pour water from jugs at snack time and clear their plates after lunch.

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need to do better?

n The premises are secure. Risk assessments are completed routinely, both inside and in the garden. Children learn to keep themselves safe. They manage the stairs and understand the rules of the nursery. They remind each other to share resources and be kind. Children behave well and listen to instructions. n The manager understands the locality well. There is an appropriate focus on physical development. Babies are encouraged to pull themselves up to develop their core strength. Older children play outside twice a day, every day. They enjoy digging, sand and ball play, and games, such as 'What's the time Mr. Wolf?' This encourages active, healthy lifestyles. n Activities and resources are interesting. Older children learn about colour mixing as they pinch balls of play dough together. This develops muscles in their hands, which helps them hold pencils properly as they learn to write. There are super

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need to do better?

opportunities for toddlers to take part in messy and sensory play. They spend focused time exploring and mixing concoctions using real lemons, herbs and vegetables. n Staff in the pre-school room interact well with the children, talking throughout the day and modelling language well. However, the organisation of the routine, especially at points of transition, such as moving to outside play or mealtimes, can mean that children are waiting too long without being occupied and lose

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need to do better?

5 July 2024 valuable time for play. Furthermore, children's enjoyment and learning is sometimes disrupted as they are taken out of activities, such as Boogie Mats and circle times, to have a snack or wash their hands. n Key-person arrangements are effective, which means that targeted activities, including small-group activities, have positive outcomes. Children with special educational needs and/or disabilities are well supported. The management team is proactive in seeking support, specialist assessment and services, when needs are identified. Children are carefully monitored and there is good liaison with children's future schools. n Parents report that nursery staff are caring and diligent. They feel well supported by key persons who know their children and families well. Parents are helped to support their children's experience of moving from one room to another within the nursery, to make sure these changes are as smooth as

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need to do better?

possible for the children. n Children learn about similarities and differences as they play. They learn that we all have different skin tones and hair types, as they create self-portraits. Children's backgrounds are respected and valued. For instance, Bastille Day has been added to the event calendar, so that everyone can celebrate with families of French heritage that attend the nursery. n The highly visible manager ensures that staff's well-being and professional development are a priority. There are frequent staff meetings, training days and supervision meetings. Apprentices are happy in their placements and fully involved in nursery life.

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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 transition points within the pre-school day to ensure children benefit fully from their time at the nursery n reflect on the routine of the pre-school day to ensure children's fun and learning are not unnecessarily interrupted to move on to the next task.

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Setting details

Unique reference number 129034 Local authority Lewisham Inspection number 10346926 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 82 Number of children on roll 94 Name of registered person Percy, Deborah

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reference number

Telephone number 0208 778 3232 Date of previous inspection 8 August 2018

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Information about this early years setting

Little Cherubs registered in 2000. It is located in Sydenham, in the London Borough of Lewisham. The nursery is open each weekday from 7.45am to 6pm for 50 weeks of the year. There are 15 staff employed to work directly with the children. Of these, 12 hold appropriate early years qualifications, one is unqualified and two are apprentices. The nursery receives funding for free early education for children aged two and three years.

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Inspection activities

n This was the first routine inspection the provider 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. n The inspector viewed the premises and discussed the safety and suitability of the premises. n The manager and inspector completed a learning walk together and discussed the early years curriculum. n Children spoke to and communicated with the inspector throughout the inspection. n Staff spoke to the inspector during the inspection. 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 manager and inspector carried out a joint observation. n The manager 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

5 July 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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