Chatter Bees Day Nursery

Inspection of Chatter Bees Day Nursery 55 Charterhouse Road, London E8 2RE

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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 arrive relaxed and happy. The kind staff extend an enthusiastic welcome to them. Staff pay close attention to the emotional requirements of the children. When children need comfort and reassurance, they provide it to them. All children benefit from this as they adjust and feel safe. Children know the expectations of their behaviours because staff consistently embed rules and boundaries for children to follow.

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The provision is good

Children remain focused and motivated in their chosen activities. Younger children engage in sensory play with sand and water. Staff encourage children to spend time exploring what they can see and feel. Older children are eager to make marks during activities and make links between letters and sounds.

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The provision is good

Staff are highly aware of all children's individual needs, including children with special educational needs and/or disabilities, and work closely as a team to meet these. For example, during a group activity, staff ensure that all children focus on the instructions to follow. They recognise when children are feeling unsure of what to do next and adapt quickly to support them. As a result, all children can participate in the learning on offer and make good progress from their individual starting points.

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need to do better?

n Staff complete accurate assessments of children's development. They have a clear understanding of what they want children to learn next. Overall, children access a curriculum that fosters their interests and builds on what they already know and can do. However, staff do not always implement the curriculum with precision, to consistently support the intent of some activities. n Staff model communication and language well for children. For example, they use signing as they talk to children, speak slowly and clearly using simple language, and vary their tone to capture children's attention. Children respond by repeating new words they hear. Children enjoy sharing stories with props, learning songs and words in different languages. Children are becoming confident communicators. n Children listen intently as staff read with excitement and enthusiasm. They use animated voices to further stimulate children's interests. Children look at books

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need to do better?

with interest and often take them to staff to read together. Children develop a love of reading. n Children are physically active outdoors and benefit from a healthy and nutritious diet. This promotes their good health. n Children have many opportunities to develop their independence.. For example, children learn to manage their personal tasks, tidy away toys and use cutlery

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need to do better?

17 July 2024 correctly. Children are keen to practise these tasks and receive lots of praise for their achievements. This helps to raise their self-esteem and confidence in their abilities. n Children form strong bonds with caring and approachable staff. Staff treat children respectfully, for example asking permission before taking them to the toilet. Staff support children well to gain confidence in their toilet training. n Staff learn about the festivals children celebrate at home and plan activities around these themes. This allows children to learn about each other's customs and values. Staff celebrate each child and are respectful. They provide opportunities for children to understand the use of 'kind hands', which supports their good behaviour. n Staff work closely with parents and other professionals to maximise each child's potential. The whole staff team attends focused training that equips all its

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need to do better?

members to meet the specific needs of children who attend. The special educational needs coordinator guides and advises staff effectively, ensuring that all children make progress. Parents comment on how staff have helped them with filling out forms and signposting for advice and support. n The manager is highly reflective and committed to making ongoing improvements. She has clear oversight of the setting and how to support staff. Staff report good levels of well-being and engage in regular supervisions with the manager. This helps to identify training needs. However, the manager recognises that further targeted training for staff would help to strengthen the quality of teaching even further.

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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 support staff's understanding of how to implement the learning intentions for all activities, so they are clear on what skills and knowledge they want children to gain n continue to support staff to develop their already good practice to raise the quality of teaching to the highest level.

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Setting details

Unique reference number EY501685 Local authority Hackney Inspection number 10351587 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register Day care type Full day care

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inspection

Total number of places 27 Number of children on roll 18 Name of registered person Sidique, Mariatu

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reference number

Telephone number 02072491779 Date of previous inspection 27 September 2018

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Information about this early years setting

Chatter Bees Day Nursery registered in 2016. It is located in Dalston in the London Borough of Hackney. The nursery is open Monday to Friday, from 8am to 5.30pm, for 48 weeks of the year. The nursery employs six members of staff. Of these, four hold appropriate early years qualifications at level 3, one at level 5 and one at level 2.

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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 their evaluation of the provider. n The manager 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 carried out two joint observations of group activities with the manager. n Parents shared their views of the nursery with the inspector. n The inspector spoke to staff and children 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

17 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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