Honeysuckle Day Nursery

Inspection of Honeysuckle Day Nursery Stantons, Church Lane, Reading RG2 9BY

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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 Outstanding

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The provision is good

Children happily skip into the nursery, eager and excited to start their busy day ahead. They are greeted by friendly, enthusiastic staff. Children put their belongings away and immediately choose from a wide selection of stimulating activities. Some decide to play alone, while others join in with their friends or staff. The interactions between staff and children are warm and positive. This helps children develop a true sense of belonging.

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The provision is good

There is a well-thought-out curriculum in place. The provider works hard to ensure that staff in each room clearly know what children need to achieve before they move to the next room. Staff work as a close-knit team to securely build on children's personal, social and emotional skills across the nursery. For example, at mealtimes they successfully support and teach children to be responsible for setting up tables, self-serve their food, confidently use cutlery to feed themselves and chat politely to one another. This helps to prepare children well for their eventual move to school.

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The provision is good

Staff implement positive behaviour strategies exceptionally well. On the occasions where children need reminders, staff sensitively explain the reasons behind the rules. This helps children understand that the boundaries are in place to keep them safe, such as walking indoors and tidying away toys after play. Staff teach children how to efficiently resolve minor conflicts. This is evident when older children recognise the need to use sand timers for taking turns. Children become competent at avoiding situations from escalating, showing increasing maturity and insight.

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need to do better?

n The highly experienced and capable leaders demonstrate an ambitious vision for the nursery, which they share with staff and parents. They are impressively reflective about the provision they offer. For instance, they recognise the importance of a well-supported and highly qualified workforce to continually raise children's quality of education and care. Leaders readily seek and welcome support from other early years specialists, who have been chosen to lead an extensive programme for apprentices going forward. n Leaders and staff collectively identify training opportunities that help to enhance staff's knowledge and skills. For example, staff are offered support to positively address children's behaviour. However, the coaching and monitoring arrangements to further improve individual staff's practice is not fully embedded. The leadership team does not always target gaps in staff's teaching robustly

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need to do better?

enough to help each member raise the quality of teaching to an even higher level. This does not fully maximise children's learning. n Staff demonstrate a thorough understanding of what makes children in their

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need to do better?

2 October 2024 care unique. They regularly assess children's progress to identify any gaps in learning and provide highly successful targeted support for those children with special educational needs and/or disabilities (SEND). Staff work very well with other professionals involved in these children's development, including speech and language therapists. They follow these expert's lead so that children with SEND achieve the progress they are capable of. n Conversations are hugely welcomed by staff, who are attentive and responsive to what children say. Children rapidly become confident and expressive talkers who initiate discussions with others and share their ideas. They show great enthusiasm and talk about topics that excite them. This is well illustrated when friendly children talk to new visitors about their time at the nursery. While talking about the healthy activities older children take part in, they proudly recall

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need to do better?

previous experiences where they ran with speed around the field and how it increased their heart beat. This shows how articulate these children are at expressing the impact of exercise on their bodies. n Overall, teaching across the nursery successfully leads to good outcomes for all children. For the most part, staff efficiently extend children's play and learning, using appropriate teaching strategies. Although children are keen learners, sometimes staff focus on what children know and can do already, rather than what they can learn next. At these times, staff interactions are less effective in supporting children to build on their existing knowledge and skills. n Partnerships with parents are open, strong and professional. Parents comment on how pleased they are with the secure arrangements at handovers and the quality of information staff share about children's achievements. Parents appreciate ongoing information on ways they can support children's learning at

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need to do better?

home. For example, children and their families take home the nursery's pet tortoise. They are provided with a comprehensive fact sheet from nursery and learn interesting facts about it, as well as how to care for it. This helps to benefit children's continual learning and development.

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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 improve the ongoing coaching and support for all staff to raise the quality of teaching to even higher levels n support staff to consistently identify and implement children's next steps in learning when interacting with children.

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Setting details

Unique reference number EY468031 Local authority Wokingham Inspection number 10364297 Type of provision Childcare on non-domestic premises

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Registers

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

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inspection

Total number of places 68 Number of children on roll 85 Name of registered person Honeysuckle Day Nursery Limited

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reference number

Telephone number 01189 887544 Date of previous inspection 24 January 2019

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Information about this early years setting

Honeysuckle Day Nursery registered in 2013. It is situated in Reading, Berkshire. The nursery is open Monday to Friday, from 7.30am to 6pm, all year round. It is eligible to receive funding to provide free early education to children aged nine months to four years. The nursery employs 23 staff. Of whom, 13 hold relevant childcare qualifications from level 3 to level 6.

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Inspection activities

n Leaders joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n The inspector spoke to children to find out about their time at the setting. 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 that this was having on children's learning. n The manager and the inspector carried out joint observations of various group activities. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the setting. n Parents shared their views about the education and care their children receive at the setting.

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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

2 October 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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