Wonderland Day Nursery

Inspection of Wonderland Day Nursery 165 Turners Hill, Cheshunt, Waltham Cross, Hertfordshire EN8 9BH

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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 are very happy at this nursery. They arrive with a smile on their face and separate well from their parents. Leaders and staff create a stimulating and warm environment that sparks children's curiosity. They prompt children to make their own choices of what they would like to explore next, and they quickly become engrossed in meaningful activities. For example, in the garden, younger children have a great time using spades to scoop mud and fill a bucket. They persevere and are determined to see the bucket full, proudly showing the staff the end result. Older children skilfully use cup stilts, concentrating well to maintain their balance. This supports children's fine motor skills, understanding of the world and strengthens their balance and coordination.

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The provision is good

Staff are very attentive to children's needs. They are supportive and nurturing and have high expectations of children. As a result, children form strong relationships with the staff and behave very well. They navigate their learning provision with ease and follow the nursery's routines and boundaries with confidence. Children are positive and independent learners. For example, they attend to their own personal hygiene needs with support from kind staff. Staff recognise and praise children for their efforts, which makes them feel involved and valued during their time at this nursery. This supports their emotional resilience.

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need to do better?

n Leaders and staff are exemplary role models. They ensure the practice is diverse and inclusive. Staff are very mindful of children's needs and interests and consider these when planning meaningful activities. Children who speak English as an additional language are supported effectively in their learning and make good progress. n Staff have good knowledge and understanding of children's development. They work closely with the parents and complete regular observations and assessments to track children's progress. Staff also ensure that parents are involved in their children's learning. However, on occasions, staff do not identify when children need consistently high levels of interaction and challenge to maintain their focus for extended periods and broaden their learning further. n Staff create great opportunities for children to explore various herbs and spices in the garden. They prompt them to use a selection of ingredients to make

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need to do better?

pretend soup. Children manipulate tools with great control and take an active role in their play. They also engage in discussions with the staff about what they are doing to strengthen their language and problem-solving skills. This helps build on children's understanding of the world and imaginative skills. n Children are fascinated to investigate various materials and resources to enrich their sensory experiences. They use their hands to feel the texture of feathers,

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need to do better?

29 October 2024 rice and dry pasta. Staff encourage babies to grab foam in their hands, clap and then notice what happens. They laugh out loud as sprinkles of foam fly around. Older children enjoy exploring different colour paint. They follow staff's instructions to mix the paint using brushes and their hands, while naming the colours. This helps boost children's self-esteem and confidence. n To build on children's critical thinking and problem-solving skills, staff encourage children to make play dough from scratch. Children follow instructions to mix various ingredients, using utensils or their hands. Staff continuously prompt the children to anticipate what ingredient is needed next. Children skillfully fill jugs with water and pour it slowly into the mix until it reaches the desired consistency. This builds on children's fine motor skills and dexterity. n Leaders are very reflective and ambitious. They value their staff and create a

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need to do better?

positive and supportive culture. Staff benefit from focused supervisions and team meetings as well as tailored training programmes. Leaders are committed to ensuring all children receive the best start to their early education, which is embraced positively by all staff. n Partnerships with parents are effective. They appreciate the nurturing and stimulating environment and praise the effective communication. Parents attend regular meetings with the staff and feel involved in their children's learning.

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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 adapt their interactions to a consistently high level so that children maintain their focus for extended periods and their learning is broadened.

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Setting details

Unique reference number EY558328 Local authority Hertfordshire Inspection number 10355430 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 48 Number of children on roll 39 Name of registered person Top Tots Montessori Limited

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reference number

Telephone number 02083667841 Date of previous inspection 28 November 2018

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Information about this early years setting

Wonderland Day Nursery registered in 2018. The nursery employs nine members of childcare staff, all of whom hold appropriate early years qualifications at level 3 or above. The nursery opens from Monday to Friday for 51 weeks of the year. Sessions are from 7.30am until 6pm. The nursery provides funded early education for all eligible children.

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Inspection activities

n The inspector and manager completed a learning walk together. They discussed how the curriculum is organised and what they want children to learn. n The inspector observed the quality of teaching and education, both outdoors and indoors, and assessed the impact this has on children's learning. n The inspector spoke with staff at appropriate times throughout the inspection. n Children spoke with the inspector about the activities they were doing. n Some parents met with the inspector who took into account their views. n The inspector carried out a joint observation with the manager. n The inspector held a meeting with the manager and a senior member of staff. She looked at relevant documentation and reviewed evidence of the suitability of staff working 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

29 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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