Fennies Raynes Park

Inspection of Fennies Raynes Park 9 Amity Grove, London SW20 0LQ

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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

Managers and staff create a warm and welcoming environment. Children happily arrive and are keen to see staff and their friends and start their day. Staff have lovely relationships with children and support them to settle in effectively. Staff tailor settling-in sessions to each child's individual needs, and when children move rooms, parents are invited to transition evenings. As a result, all children demonstrate they feel safe and secure. Staff provide children with lots of praise and encouragement throughout the day. They support children to keep trying when something is challenging. Children have a positive attitude to their learning and enjoy their time at the nursery.

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The provision is good

Managers and staff have a good understanding of how children learn and how to implement their curriculum. They place a strong focus on following children's lead in play and plan activities based on their interests, while also introducing new and exciting concepts or fascinations. For example, children celebrate different artists each month and enjoy trying out different techniques as they explore a range of colours and textures. Children confidently explore the bright spaces and enjoy spending lots of time outside in the well-resourced gardens. Staff encourage children to develop their physical skills as children climb up hills and through tunnels and enjoy making food in the outdoor mud kitchens.

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need to do better?

n The new management team is highly reflective and involves staff in looking at what the nursery is doing well and what it could do to improve the outcomes for children. It collects regular feedback from parents through questionnaires and listens to the children's committee and uses this information to make improvements. n Staff support children to be independent effectively. For example, babies learn to feed themselves at mealtimes, and older children confidently serve themselves and pour their own drinks. Staff encourage pre-school children to sign themselves in each morning and take part in the classroom's voting system. n Staff know the children well, what they are doing and what they need to learn next. They confidently talk about children, their interests and how they plan to continue to support their development. Staff regularly monitor children's development and plan for the next steps in their learning. They quickly identify

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need to do better?

any gaps in children's learning and make plans to support them. As a result, all children make good progress and are well prepared for the next stage in their learning. n Staff are well deployed around the nursery and engage with children effectively in their play. For instance, babies delight in exploring water as they fill up and empty different-sized containers. Older children enjoy acting out their favourite

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need to do better?

18 September 2024 stories, such as 'We're Going on a Bear Hunt'. Staff provide a range of sensory experiences, such as stepping through mud, wet paint and water to replicate the different stages in the story. n Staff are well supported by the management team and feel valued and listened to. Managers complete regular peer observations and give feedback to staff. Staff also receive training, such as on behaviour management, which has had a positive impact on their interactions with children. It has also given staff a range of strategies on how to deal with challenging behaviour. n Staff promote children's positive behaviour effectively. They are good role models for children and give them lots of gentle reminders about how to behave and what is expected of them. When needed, staff work well together using consistent strategies to support children. n The manager and staff have good relationships with parents. They hold regular

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need to do better?

events and meetings to keep parents up to date with their children's learning and share ideas for extending this at home. Managers also provide regular workshops to support parents. These include supporting parents around weaning, behaviour management, potty training and sleep advice. n Overall, staff support children's early language skills effectively. They are good role models to younger children, speaking clearly and slowly, encouraging children to repeat what they say. With older children, staff introduce new vocabulary and ask questions to extend children's thinking skills. However, at times, the toddler room can become very noisy and does not support children trying to focus on their chosen activity. n Managers and staff work closely with parents and other professionals to support children with special educational needs and/or disabilities. They use strategies, such as visual aids and signing, to support children's communication and share

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need to do better?

ideas to support children's learning at home.

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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 how the environment in the toddler room is organised to reduce the level of noise to support children to focus on their chosen activity.

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Setting details

Unique reference number 2652430 Local authority Merton Inspection number 10353709 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 97 Number of children on roll 74 Name of registered person Fennies Day Nurseries Limited

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reference number

Telephone number 020 8770 3222 Date of previous inspection 17 April 2023

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Information about this early years setting

Fennies Raynes Park registered in 2022 and is based in Raynes Park, in the London Borough of Merton. It opens all year round, from 7.45am to 7pm, Monday to Friday. The setting is in receipt of funding for children aged three and four years. There are 26 members of staff employed at the setting. Of these, 14 staff hold qualifications at level 2 and above.

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Inspection activities

n The manager and inspector held a learning walk and discussed how the early years curriculum is organised across the ages of children attending. n The manager and inspector carried out a joint observation to evaluate the effectiveness of the teaching. n The inspector spoke to a sample of parents and took account of their views. n The inspector spoke to the provider about the leadership and management of the setting. Relevant documentation was viewed. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning.

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Inspection activities

18 September 2024 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

18 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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