God's Grace Daycare

Inspection of God's Grace Daycare 163 Ilderton Road, South Bermondsey, London SE16 3LA

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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 create a warm and nurturing environment for all children. They provide opportunities for children to learn a wide range of key skills. Children feel happy. They enjoy strong relationships with their key persons and other staff. Staff teach children key words such as labels for items in the home. Children who speak English as an additional language learn key vocabulary. This helps them to express themselves. All children gain confidence and feel listened to. Their emotional security is well supported.

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The provision is good

Staff create an ambitious curriculum that builds children's understanding of the world. They enhance children's understanding of different cultures and communities. Staff sequence the curriculum to build on children's previous knowledge. For example, children talk excitedly about visits to local museums. They look forward to applying their new knowledge in their play at nursery. Children feel keen to share their achievements. They have high levels of self- esteem.

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The provision is good

Staff support children to understand the rules of the nursery. They have high expectations of children's behaviour. Staff teach children to listen and follow their instructions. Children learn how to share and take turns. They consider the feelings of others as they play alongside their friends. Children are respectful and considerate.

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need to do better?

n Leaders and staff plan a curriculum that promotes the skills children need to learn across the early years range. They consider the prior life experiences of children at the nursery to plan suitably ambitious activities. All children gain confidence as they learn about the world around them. They are curious learners who are well prepared for school. n Staff track children's development across all areas of learning. They work together to identify the steps that children need to make to reach the next developmental stage. Where children are struggling to learn a new skill, staff plan a range of opportunities for children to spend time practising. Children make good progress in their learning. n Staff understand that some children need additional support with their learning. They work with leaders and parents to identify children with special educational needs and/or disabilities. Leaders and staff make links with external

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need to do better?

professionals where appropriate. All children receive the support they need to be successful. n Overall, staff share an intent to promote children's independence. However, on occasion, there are inconsistencies in how individual staff implement this vision.

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need to do better?

18 October 2024 For example, not all staff remind children to do things for themselves. Children do not always have opportunities to gain independence at the highest levels. n Staff skilfully teach children new vocabulary. They use stories and songs to promote children's language skills. Children gain confidence and fluency. They engage in back-and-forth conversations with other children and staff. n Parent partnerships are strong. Parents report that children have warm relationships with staff. They say that children gain confidence and make progress in their social and emotional development. Parents say that the information from staff helps them to extend children's learning at home. n Staff support children to lead healthy lifestyles. For example, they teach children about healthy foods. Children are curious to taste a wide range of fruits and vegetables at snack time. They understand that eating well helps them to gain

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need to do better?

physical strength. n Leaders recognise that there have been challenges in recruitment since the COVID-19 pandemic. Leaders have maintained suitable and safe supervision arrangements for children. However, they recognise that, on occasion, staff are not always deployed effectively to support children to join in. On occasion, children do not always engage in activities at the highest levels. n Leaders are reflective of their practice. They carry out regular supervisions with staff to help them to identify areas for development. Leaders work with staff to plan continuous professional development opportunities for individuals. This helps all staff continue to develop their teaching skills over time.

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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 build further on developing staff's practice to extend children's independence n consider further how staff are deployed to support all children to join in with activities.

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Setting details

Unique reference number EY445114 Local authority Southwark Inspection number 10363825 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 40 Number of children on roll 12

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Name of registered person

Christ Apostolic Church Surrey Docks Committee

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reference number

Telephone number 02070187971 Date of previous inspection 10 January 2019

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Information about this early years setting

God's Grace Daycare registered in 2012 and is located in the South Bermondsey area in the London Borough of Southwark. The nursery opens from 7.15am to 6.30pm each weekday and is open all year. It employs four members of staff to work with the children. Of these, three staff hold relevant early years qualifications at level 3. The nursery provides free funded early education for children aged two, three and four years.

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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 Children spoke with the inspector during the inspection. 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 inspector and the deputy manager carried out a joint observation of a communication and language activity. n Parents shared their views of the setting with the inspector. n The manager showed the inspector documentation to demonstrate the suitability of staff.

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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

18 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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