John Perry Nursery

Inspection of John Perry Nursery John Perry Children's Centre, Dagenham RM10 8BS

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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 develop a strong sense of belonging and settle swiftly in this engaging learning environment. Staff get to know families well and quickly establish what impacts a child's day. There is an effective key-person system in place. Staff offer children reassurance and cuddles, which helps children to feel safe and promotes their well-being. Children are happy as they play with their friends and the staff. They are kind and behave well.

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The provision is good

The curriculum supports children's development, and leaders and staff adapt it to meet the needs of the children who currently attend. For instance, they focus on children's social and emotional well-being as well as supporting them to become confident communicators. Staff support children's emerging language skills well. For example, they use visual aids and encourage children to make choices. As a result, all children, including those with special educational needs and/or disabilities (SEND), make good progress from their starting points.

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The provision is good

Staff support children as they model and engage in play with them. For example, children enjoy role playing with staff using puppets. Staff support children to develop their literacy and mathematical skills while being active. They help children to develop positive attitudes in all areas of their learning.

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need to do better?

n Leaders are clear on what that would like children to know and learn during their time at the nursery. They create an ambitious and well-planned curriculum. Activities are based around the children's interests and topics, and children are encouraged to join in. On some occasions, however, staff are not as confident in their understanding of what it is they want children to learn during planned activities. Despite this, children develop a good range of skills for their future learning. n Conversations are welcomed by staff, who are responsive to what children say. Children initiate discussions with others and share their ideas. They show enthusiasm and talk about topics that excite them. This is well illustrated when the friendly children talk to new visitors about their time at the nursery and how they look after the nursery's pet snails. n Children's physical development is well supported. Children access outdoor

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need to do better?

activities regularly. They develop their large muscles as they run and ride on wheeled toys. Older children demonstrate excellent small-muscle skills when making marks on white boards using marker pens. This supports children's emerging early writing skills. n Staff provide effective support for children with SEND and their families. Staff use their observations to help to identify additional needs. They communicate

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need to do better?

31 October 2024 effectively with parents and, where necessary, work collaboratively with external professionals to meet the needs of these children. Additional funding is used appropriately to support learning. n Staff successfully embed mathematics into activities and conversations. Younger children spend time singing number songs. Older children use mathematical language during their play, such as 'big' and 'small', and they confidently count. This means children start to understand simple mathematical concepts. n Children are constantly encouraged to develop their independence. For example, younger children are supported to feed themselves. Older children access various learning stations to make choices about what they want to do next. Children display excellent manners and play together cooperatively. Children are confident and independent learners. n Partnerships with parents are effective. Staff offer guidance when needed, such

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need to do better?

as with toilet training. New initiatives, such as activity packs and a lending book scheme, are helping to support children's learning at home. Parents talk positively about the nursery and the progress their children make. n Staff say that leaders prioritise their well-being. Staff are nominated for their achievements and given regular praise and encouragement. In addition, staff write appreciation cards for their colleagues for the work they have done. These initiatives create a culture of teamwork and kindness. n Staff receive regular training opportunities, both in-house and through an online training service. However, leaders have not fully established a highly effective method for feeding back areas for improvement to raise the quality of teaching to an even higher level.

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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 support staff to have a clearer understanding of what children need to learn during planned activities n enhance the support and coaching offered to staff to target gaps in their practice more effectively.

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Setting details

Unique reference number EY535830 Local authority Barking and Dagenham Inspection number 10360044 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 55 Number of children on roll 73 Name of registered person Chestnut Nursery Schools Limited

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reference number

Telephone number 020 89844500 Date of previous inspection 13 December 2018

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Information about this early years setting

John Perry Nursery registered in 2016. It is located in the London Borough of Barking and Dagenham. The nursery employs 11 members of staff, eight of whom hold appropriate early years qualifications. The nursery operates each weekday, throughout the year. Sessions are from 8am to 6pm.

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Inspection activities

n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n A joint observation was carried out by the inspector and the manager and feedback was discussed. n The inspector spoke to children to find out about their time at the setting. n The manager showed the inspector documentation to demonstrate the suitability of staff. n The leadership team and the inspector held meetings regarding how the nursery is led, and a range of relevant documentation was viewed by the inspector. n Staff spoke to the inspector during the inspection. n Parents shared their views of the setting 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

31 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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