Monkey Puzzle Day Nursery

Inspection of Monkey Puzzle Day Nursery Church Hall, Campbell Road, TWICKENHAM TW2 5BY

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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

Staff provide a calm and happy environment that prioritises children's safety and well-being. There is an effective key-person system. This ensures that children are greeted by familiar and welcoming staff, who help them to settle and feel secure. Children quickly develop affectionate and nurturing relationships with staff, they show that they feel at ease and are ready to learn. For example, babies enjoy looking at books with staff. They are keen to discover new words and point eagerly to the pictures, confident that staff will respond positively to them.

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The provision is good

Staff have high expectations for children's behaviour. Overall, they use consistent methods to help children understand behavioural boundaries. For instance, they remind children about their 'golden rules', such as doing 'good listening' and using 'kind hands'. Children listen to staff, follow the daily routines and play nicely with others.

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The provision is good

Staff place good emphasis on what children need to learn before they start school. For example, they teach children from an early age to manage their personal care, health and hygiene. Staff provide a range of focused learning experiences for older children as they prepare for their future learning. These help children to develop early literacy skills, such as pencil control and to learn about shapes, measurements and numbers in different contexts.

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need to do better?

n Leaders are committed to providing high standards of childcare. They recognise that a happy and skilled staff team is key to this. Therefore, staff supervision sessions and training are a priority. Staff describe how leaders have inspired them to gain or improve their qualifications and skills. They say the setting is like a 'second home' and they feel well supported, both personally and professionally. n Staff monitor children's progress across all areas of their learning to identify any gaps within their development. They seek advice and support from other professionals if children need additional help with learning. Staff provide targeted support for children with special educational needs and/or disabilities, such as one-to-one sessions to enhance their language and social skills. This strong partnership working helps all children to make good progress from their starting points. n The support for children's language and communication skills is a strength. Staff

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need to do better?

incorporate opportunities for children to practise speaking and listening throughout the activities. They introduce a wide range of words, to help children develop broad vocabularies. Children become confident communicators and express themselves effectively. They love to sing and happily join in with their

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need to do better?

4 September 2024 favourite stories. n Overall, children develop good independence in the nursery. For instance, babies and toddlers learn to wash their hands and to feed themselves. Older children serve their own food at mealtimes and scrape their plates afterwards. However, staff do not always plan the learning environment for older children effectively, to support them in making independent choices about their play. n Staff value the diversity of children's cultures and backgrounds. They ensure that the routines and activities reflect children's experiences and the languages that they speak at home. For example, parents contribute family recipes to add to the nursery menus. Children enjoy stories and activities, which teach them about the variety of cultures in Britain and around the world. They show a positive appreciation of their similarities and differences to others, as they greet each other and sing songs in different languages.

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need to do better?

n Staff provide some support for children to understand and manage their emotions. For instance, they read books about feelings and have created cosy spaces, where children can go if they feel overwhelmed. However, staff do not consistently help children to understand how their strong emotions and behaviour can affect others, as part of learning to regulate their actions. n Leaders and staff work hard to develop strong and effective partnerships with parents. They ensure that there is a continuous exchange of information about children, to support consistent care and learning experiences. Parents speak highly of staff and how they closely attend to their children's individual needs. They appreciate opportunities to be involved in the nursery, such as by reading to children and attending special events.

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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 and improve the organisation of the learning environment for older children, to further promote their independent play and learning choices n support staff to provide more consistent guidance for children about emotions, to help them understand their own feelings and how their actions may affect others.

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Setting details

Unique reference number EY548914 Local authority Richmond Upon Thames Inspection number 10360073 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 47 Name of registered person Fairyland (UK) Limited

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reference number

Telephone number 02085383999 Date of previous inspection 11 December 2018

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Information about this early years setting

Monkey Puzzle Day Nursery registered in 2017. It is in the London Borough of Richmond upon Thames. The provider employs 16 members of staff. Of these, 10 hold appropriate early years qualifications at level 2 to level 6. The nursery opens from Monday to Friday, from 7.30am until 6.30pm, all year round. The provider offers funded early education for children under the age of five years.

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Inspection activities

n This was the first routine inspection the provider has received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken this into account in their evaluation of the provider. n The manager showed the inspector around the childcare premises, she explained the curriculum and how the provision is organised. n The inspector observed the quality of the education and considered the impact on children's learning. This included a joint observation with the manager. n Leaders met with the inspector to discuss issues such as staff recruitment, supervision and training. They ensured that relevant documents were available for the inspector to view. n Parents, staff and children shared their views and experiences with the inspector, at appropriate times during the inspection.

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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 September 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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