The Monkey House

Inspection of The Monkey House Mapledurwell and Up Nately Villiage Hall, Greywell Road, Mapledurwell, Basingstoke, Hampshire RG25 2LS

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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 receive a warm welcome as they arrive at the setting. They confidently separate from their parents. Staff form positive relationships with children and parents. As a result, staff know the children well. All children, including those with special education needs and/or disabilities (SEND), progress well in their learning and development.

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The provision is good

There is a clear, ambitious curriculum in place that is understood by all staff. This helps children to develop a range of skills and experiences over time. Children are motivated to learn as they explore the well-considered learning environment. Children benefit from many opportunities to play and learn. For example, they explore bugs and discuss their differences and familiarities. They count the legs on the bugs and categorise them into groups that crawl or fly. This provides children with opportunities to explore and strengthen mathematical concepts.

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The provision is good

Children are motivated and curious learners. Staff support them to take managed risks in their play and practise new skills. For instance, staff encourage children to climb and balance on the play equipment as they help build an obstacle course together. Children are given a wide range of opportunities to engage in active play. Consequently, children have many opportunities to practise their physical skills.

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need to do better?

n Children's communication and language are supported well. Staff provide children with interesting and varied experiences. As a result, children learn a wide range of vocabulary. For example, while observing objects through a microscope, they discuss the meaning of the words 'magnify' and 'enlarge'. The children use these words in their play as they describe the items they are magnifying. n Staff begin to promote children's independence and personal hygiene practices. For example, children pour their own drinks at mealtimes and find their own belongings. However, at times, the handwashing procedures are not understood by staff. Therefore, they do not consistently encourage good hygiene practices. n Promoting physical development is a strength of this setting. The children enjoy being physically active and have regular opportunities to practise new skills. Children develop a good sense of movement skills as they swing and spin using

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need to do better?

physical play equipment. Furthermore, the staff plan a wide range of extracurricular activities, including football and cooking sessions. As a result, children gain good levels of control over their bodies. n Overall, children are respectful of their environment and have good relationships with others. For instance, during tidy up time, children watch the sand timer and positively engage with the staff as they help tidy toys away. Staff are attentive to

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need to do better?

11 December 2024 unwanted behaviour. However, they do not yet consistently help children follow boundaries and routines. For example, occasionally, children are reminded to use their 'walking feet' indoors. However, staff do not constantly support the children to understand what is expected of them. n Partnerships with parents are strong at this setting. Parents speak highly of the support they receive from the staff. Parents confirm that they receive good communication, including regular updates about their children's development, routines and ways to support them at home. Parents value the relationships that they build with the staff. This helps to provide continuity for children. n The secure key-person system is effective. Information about children's learning needs is shared between staff and parents. As a result, staff consider children's previous experiences, individual needs and interests to plan their care and

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need to do better?

learning effectively. n Staff receive support from leaders through regular supervisions and practice- monitoring. This information is used to provide a range of training and support. For example, staff have recently attended training on creating enabling environments. This has impacted positively on practice and deployment during activities.

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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 review and strengthen hygiene practices, so they are understood by the staff and consistently followed, to ensure high levels of hygiene standards n build on the staff's teaching of behaviour boundaries, so that all children fully understand the impact their actions have on the safety and the feelings of others.

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Setting details

Unique reference number 509566 Local authority Hampshire Inspection number 10363921 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 24 Number of children on roll 15 Name of registered person Cheetham, Nicola

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reference number

Telephone number 07778031691 Date of previous inspection 16 January 2019

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Information about this early years setting

The Monkey House registered in 1997 and is located in Basingstoke, Hampshire. It is open each weekday during school term time. Sessions run from 9am to 3pm on Monday to Friday. The provider is in receipt of funding for the provision of early education for children aged two, three and four years. Of the five staff who work with the children, four hold relevant qualifications at level 3 or above. The manager holds a relevant degree and has achieved qualified teacher status.

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Inspection activities

n The leadership team and the inspector discussed how the curriculum for the setting is organised. n Parents spoke directly to the inspector and their comments were taken into consideration as part of the inspection. n A range of documentation was sampled, including suitability checks. n The inspector observed teaching and learning, indoors and outdoors, and assessed the impact this has on children's development. n Children spoke to the inspector about their experiences at this 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

11 December 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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