Cheeky Chums Day Nursery

Inspection of Cheeky Chums Day Nursery Royal Lane, Uxbridge, Middlesex UB8 3QR

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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 show a real sense of belonging in this friendly nursery. They are secure and separate quickly from their main carer. Children form close bonds with staff, who are attentive to their needs and help them to feel safe and settled.

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The provision is good

Children are happy and busy in this welcoming environment. They show interest in the activities that staff plan and provide for them. Children spend their time engaging in purposeful play. For example, they use their imagination as they use tools and pretend to be construction workers. Children enjoy playing with dolls and pretending to be parents.

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The provision is good

Children are curious and motivated to learn. Staff implement an effective curriculum, and children have fun as they engage in stimulating activities indoors and outdoors. Children explore the natural world as they dig in the mud kitchen. They learn about weight and measurement as they fill and empty containers in the water tray.

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The provision is good

Children behave well from an early age. They understand the routines and know what is expected of them. Children follow instructions and help tidy away toys. They show kindness and affection to each other. For example, they choose to share stickers with their friends. Babies smile and hug their friends. Children receive praise and encouragement from staff, which helps to develop their confidence and self-esteem.

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need to do better?

n Leaders and staff have high expectations for every child and support them well. They plan a suitable curriculum, which meets all children's needs well, including children with special educational needs and/or disabilities. Staff know children's individual interests and take these into account when planning activities. They monitor children's progress to help identify the next steps in their learning and ensure that no child is left behind. n Staff support children's emotional well-being effectively. An effective key-person system helps to ensure that children's needs are met. Children learn to manage their feelings and to respect others through discussions, stories and activities. They learn about a variety of events throughout the year. n Children develop an understanding of the importance of good health. They enjoy nutritious food, which is freshly prepared on the premises. Children regularly drink water throughout day so that they stay hydrated. Staff help children to

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need to do better?

learn about good oral hygiene. For example, they sing songs and use pretend teeth to help develop their toothbrushing skills. Children benefit from being physically active. For example, they master skills as they manoeuvre wheeled

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need to do better?

29 August 2024 toys and use large apparatus. Babies move their bodies to familiar songs. n Partnership with parents is effective. Parents and carers are welcome in the nursery, and they attend events such as graduation and grandparents' day. Daily feedback, newsletters and online information help to keep parents well informed about their child's development and nursery activities. Staff work with parents to support children's learning at home. Parents say that their children enjoy attending the nursery and are progressing well. Staff work with parents and other professionals to target plans to support children who need additional support. n Staff support children's communication skills well. Staff ask effective questions and encourage children to talk. They show interest in what children say during group activities. This helps children to develop confidence in speaking and prepares them for the next stage in their learning, including starting school.

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need to do better?

Children who speak English as an additional language are supported well. Staff learn key words in children's home languages. Staff use their language skills and picture cards to support communication. Staff use everyday routines, such as nappy changing, to communicate with babies to help develop their speech. For example, staff point to nappies on a small washing line, to help develop babies' understanding. Babies begin to vocalise as they sing rhymes. n Staff have regular opportunities to develop their knowledge. They benefit from supervision sessions, team meetings and guidance from the strong management. However, this is not yet precisely tailored to a high enough level to further extend their skills. Staff say that they enjoy working in the nursery and are well supported.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

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

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should:

n identify an even more targeted plan for professional development, to increase staff knowledge and skills even further and raise the quality of teaching to a higher level.

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Setting details

Unique reference number EY460952 Local authority Hillingdon Inspection number 10361645 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 99 Number of children on roll 54 Name of registered person Ransals Limited

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reference number

Telephone number 0189 527 2970 Date of previous inspection 9 May 2019

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Information about this early years setting

Cheeky Chums Day Nursery registered in 2013 and is based in the London Borough of Hillingdon. The nursery is open from Monday to Friday for 51 weeks of the year. Sessions are from 8am to 6pm. The nursery employs 19 members of staff, including the manager, who work directly with the children. Of these, 11 hold early years qualifications at level 2 or above. In addition, the nursery employs a cook. The nursery provides 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 their evaluation of the nursery. n The manager and the inspector had a learning walk together of all areas of the nursery and discussed the early years curriculum. n The inspector carried out joint observations of group activities with the manager. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n Children communicated with the inspector during the inspection. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery. n Parents shared their views of the nursery with the inspector.

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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

29 August 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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