Eastwood Day Nursery

Inspection of Eastwood Day Nursery 168 Roehampton Lane, London SW15 4EU

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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 at the nursery build strong and nurturing relationships with children. They promote children's positive self-image through celebrating the different personalities, cultures and family dynamics at the nursery. Children develop high levels of self-esteem. Staff focus on the importance of manners and teach children to be polite. Children learn to be respectful and kind to one another. Staff encourage children to regulate their own behaviour. Children feel happy and secure. They behave well.

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The provision is good

Staff have a strong understanding of the link between listening to stories and language development. They plan a variety of opportunities for children to listen to and explore books. Staff deliberately select the ambitious and new vocabulary they want children to learn. They plan a range of experiences for children to deepen children's understanding of new language. Children learn new words and use them correctly in their play. Children who speak English as an additional language rapidly learn to express themselves. All children develop fluency and engage in back-and- forth conversations.

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The provision is good

Staff understand that it is important for children to do things for themselves. They demonstrate self-care skills to children in ways that they understand. Staff support children with special educational needs and or disabilities (SEND) to tackle increasingly difficult skills. All children gain high levels of independence.

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need to do better?

n Leaders have a strong understanding of what they want children to learn. They create a broad curriculum that promotes children's abilities across the areas of learning. Staff are knowledgeable about child development. They use their knowledge to plan activities that challenge children. All children reach their developmental milestones. n Leaders understand that the changes in staffing have been challenging. Overall, staff share an understanding of the curriculum intent. However, leaders recognise that staff do not all implement the curriculum consistently. For example, on occasion, children wait too long between activities and lose interest. As a result, children do not consistently develop the most positive attitudes to their learning. n Leaders and staff have a good understanding of how to identify children with SEND. They work with a variety of external experts to support children in their learning. Staff share individual learning plans for children and seek guidance

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need to do better?

from experts where required. Leaders ensure that planning for all children is regularly reviewed. All children, including children with SEND, make good progress from their starting points in development.

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need to do better?

29 November 2024 n Children benefit from high-quality interactions with staff. Staff repeat and reinforce increasingly complex vocabulary. They consider children's different levels of understanding and fluency. Staff plan opportunities for children to listen and follow instructions. Children use new language in relevant contexts. This helps them to understand the meanings of words and use them correctly. Children are good communicators who engage confidently in back-and-forth conversations with others. n Staff find out what children know and can do. They identify when children reach a milestone and share this with parents. Staff help to promote children's learning by identifying the next steps children need to achieve to make progress. All children are well prepared for the next stage of their education, including school. n Staff understand that it is important to teach children to be physically active.

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need to do better?

They identify the key skills they want children to learn. Staff teach children a variety of skills that supports children's balance and coordination. Children enjoy being physically active. Children's physical development is well supported. n Parent partnerships are strong. Parents report that regular meetings with staff help them to identify what children need to learn next. Parents of children with SEND say that staff help them to access external support where required. All parents report that staff support them to extend their children's learning at home. n Leaders carry out regular supervision sessions with staff. They use these meetings to identify issues with workload and support staff's well-being. Leaders help staff to select continuous professional development opportunities. They make sure that these link to the learning needs of individual children. This helps the teaching skills of all staff to continue to develop 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 strengthen how all staff understand how to implement the curriculum to support children to feel fully motivated to learn.

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Setting details

Unique reference number EY370392 Local authority Wandsworth Inspection number 10367371 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 75 Number of children on roll 68 Name of registered person Eastwood Nursery School Governing Body

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reference number

Telephone number 02088 763976 Date of previous inspection 6 February 2019

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Information about this early years setting

Eastwood Day Nursery registered in 2008. It is located in Roehampton in the London Borough of Wandsworth. The nursery is open each weekday, from 8am until 6pm, for 50 weeks of the year, except for bank holidays. There are 15 staff members, including the manager. Of these, six staff hold qualifications in early years at level 3 or above. The nursery provides government funded childcare.

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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 children to learn. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The inspector and the manager carried out a joint observation of a communication and language activity. n The inspector spoke to several parents during the inspection and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

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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 November 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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