Monkey Puzzle Day Nursery Bromley

Inspection of Monkey Puzzle Day Nursery Bromley 37 Park Road, Bromley BR1 3HJ

p.1

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

p.1

The provision is good

Leaders offer an environment where children feel safe and secure. Staff are kind and warm towards children and comfort them when they are unsettled. They know about and respond well to children's personal care needs. Staff provide plenty of opportunities for children to be creative and use their imaginations in their play. In turn, children are proud of their creations and enjoy taking on different tasks.

p.2

The provision is good

Staff praise children and encourage them to keep trying when they encounter challenges. For example, when children go up and down the stairs to the slide, staff guide them and teach them how to do it safely. Staff prepare children well for the next steps in their education. For example, they encourage children to become more independent during mealtimes and teach them how to wash and dry their hands by themselves.

p.2

The provision is good

Staff teach children about how to stay healthy and fit. Children learn about the world around them and the natural world. For example, they learn that plants need water and sun to grow and that some fruits look different when they are not ripe. Leaders put in place children's committees, designed to give children the opportunity to share their opinions and ideas. For example, some children taste new foods before they go on the nursery's menu. This helps them to feel valued.

p.2

The provision is good

Staff help children to know what is expected of them. They have consistent and well-established routines that support children's understanding of what is happening, the rules in the nursery and the boundaries for their behaviour. As a result, children behave well and are kind to others.

p.2

need to do better?

n Leaders are clear about their curriculum and have high ambitions for children. Staff know children well. This allows them to offer learning opportunities that sequence children's learning and help them build on what they already know and can do. Children recall and remember their past learning, and staff offer effective support, which helps children to focus during activities. As a result, children are engaged in their learning and make good progress. n Staff support children well during play moments and promote a rich-language environment by using a variety of ways to communicate. Staff comment and ask interesting questions, use sign language with children from a young age and introduce new words during their play. They foster positive relationships with and between children. n Staff are good role models and support children's curiosity well. For example, they encourage children to talk about how pineapples grow and how they can

p.2

need to do better?

use technology to find out more about it. As a result, children become

p.2

need to do better?

24 July 2024 competent learners and communicators. Children learn about mathematical concepts in context. For example, when cutting fruits, staff encourage children to explore the notion of 'half'. n Some children have opportunities to value the language they experience at home and to see themselves and their cultures reflected in the curriculum, for example through music. However, although leaders are self-reflective and have plans to make sure the curriculum fully reflects children's individuality and celebrates their backgrounds, this is not yet completely embedded in the curriculum. This means that some children have fewer opportunities than others to celebrate what makes them unique. n Children have plenty of opportunities to be physically active and use the outdoor equipment with confidence. They go up and down the slide, use the stairs and run around avoiding obstacles. Staff encourage and teach children to take risks

p.2

need to do better?

safely. For example, children learn that knives are sharp and how to make sure that they are safe when using one. n Staff are aware of children's individual needs and are confident to deal with emergencies. They support children with special educational needs and/or disabilities well through implementing a range of strategies and by involving outside agencies, such as the local authority or specialist professionals. n Parent partnership is effective. Parents feel involved in nursery life, for example, through a range of events, such as summer parties, graduation ceremonies and dedicated training. They speak highly of the care and support their children receive. Staff keep parents informed about their children's progress through termly meetings and daily feedback. n Leaders have effective arrangements to ensure and monitor staff's ongoing suitability. They encourage staff to gain recognised qualifications and offer

p.3

need to do better?

opportunities that have a positive impact on staff's well-being. Staff speak highly of the support they receive from the leadership team and how they feel listened to and valued in the nursery.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n broaden opportunities for children to recognise, celebrate and share their backgrounds and cultures.

p.3

Setting details

Unique reference number EY486519 Local authority Bromley Inspection number 10349773 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

p.4

inspection

Total number of places 92 Number of children on roll 157 Name of registered person Marku A Limited

p.4

reference number

Telephone number 02034170474 Date of previous inspection 18 October 2018

p.4

Information about this early years setting

Monkey Puzzle Day Nursery Bromley registered in 2015 and is located in the London Borough of Bromley. The nursery offers care all year round, from 7.30am to 6.30pm, Monday to Friday, except for a week at Christmas. It receives funding to provide early education for children aged two, three and four years. There are 33 staff working in the nursery. Of these, four staff hold appropriate qualifications at level 2, 15 staff hold qualifications at level 3 and 14 staff are unqualified.

p.4

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 provider and has taken that into account in their evaluation of the nursery. n The inspector viewed the nursery and discussed the safety and suitability of the premises. n The manager and the inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The inspector observed the interactions between staff and children. n The inspector carried out a joint observation of an activity with the manager. n The manager and the inspector discussed how the curriculum is implemented

p.5

Inspection activities

and the impact on children's learning. n The inspector spoke to several parents and carers 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.

p.5

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.

p.5

Inspection activities

24 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6