Roxeth Mead Nursery

Inspection of Roxeth Mead Nursery Roxeth Mead School, 25 Middle Road, Harrow HA2 0HW

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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 Not applicable

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The provision is good

Staff greet children with smiles on their faces as they arrive each morning. Children engage in meaningful conversations with staff. They cannot contain their excitement to tell staff about the learning that they have done at home. A strong sense of togetherness pervades this nurturing setting.

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The provision is good

Staff are good role models. They provide children with clear expectations for their behaviour. Children know what is expected of them and show good behaviour. They are kind and courteous towards others. Children develop positive friendships and regularly embrace their friends with hugs.

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The provision is good

Staff provide children with an ambitious curriculum. For example, they explore icy patches formed on the grass. Children carefully observe that the cold has made the water 'freeze' and this has formed the ice. Children enjoy these experiences and show good communication skills while they describe the texture and appearance of ice. Staff promote children's individuality and creativity exceptionally well. Young children relish dancing, singing around the rooms and babies enjoy shaking instruments to make sounds. Children access a large outdoor play area. They ride around on scooters and wheeled toys with confidence and skilfully avoid obstacles and balance and run after hula-hoops. Staff thoughtfully prepare activities that encourage children to take risks. Staff consider children's abilities and often provide activities that build on what they already know and can do. This promotes children's developing physical skills.

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need to do better?

n Staff have a secure knowledge of the curriculum. They know what they want individual children to gain from the activities they have thoughtfully provided. They skilfully adapt and tailor learning experiences to support children's individual stages of learning. Staff know what children have learned and what they are teaching them next and why. Children's learning is well sequenced and provides opportunities for them to revisit new skills learned and build on them even further. n Leaders, alongside their staff team, are dedicated to providing the best care and learning possible. They recognise the importance of staff well-being and have effective arrangements in place to mentor, coach and support staff. Staff have regular opportunities to complete additional training that supports their practice and ever-growing knowledge. This ensures that experiences for children are continually improving. n The setting gives high priority to developing children's communication and

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need to do better?

language skills. Staff are highly skilled in responding to children's communication needs. Babies babble with delight while staff sing to them. Toddlers learn new

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need to do better?

9 January 2025 words and pre-school children enjoy retelling stories. Children are articulate communicators, who use a wide range of vocabulary. n Parents are encouraged to bring in nutritious packed lunches and snacks. Staff help children to be prepared for school by establishing routines that support independence. Children collect their own coats, hats and scarves when going out into the garden. Staff demonstrate how to fasten zips, buttons and poppers and children are keen to have a go and practise these important skills. Staff ensure children have ample opportunities to develop their physical skills. n Staff have a calm and consistent approach to supporting children's behaviour. They acknowledge and empower children to learn and talk about their own feelings and swiftly support them to resolve minor conflicts as they arise. This contributes to children's growing understanding of their own and others'

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need to do better?

emotions n Generally, group times are well considered. Staff plan stage and age-appropriate small-group times that capture children's attention. However, larger group times do not always enable all children to gain the most from the activity. Some children find it difficult to focus their attention for longer periods. This means some children lose interest and become distracted, which impacts on others. n Partnerships with parents are at the heart of this nursery. All staff understand the diverse community they provide for and the importance of their roles. Parents report their children make good progress, particularly in their communication and language skills, as well as developing their self-confidence. Parents feel well informed about their children's learning and understand how they can assist them at home.

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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 the organisation of some large-group times to ensure that staff fully engage children to help them remain focused in their learning.

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Setting details

Unique reference number 2698714 Local authority Harrow Inspection number 10367743 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register Day care type Full day care

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inspection

Total number of places 90 Number of children on roll 36 Name of registered person Roxeth Mead (Buckholt) Ltd

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reference number

Telephone number 02084222092 Date of previous inspection Not applicable

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Information about this early years setting

Roxeth Mead Nursery registered in August 2022 and is based in the London Borough of Harrow. The nursery is open Monday to Friday from 8.30am to 3pm, with extended hours for breakfast and after-school care from 8am to 5pm, term time only. They also operate a holiday club. The nursery employs 14 members of staff who work with children. Of whom, 13 staff hold relevant early years qualifications from level 6 to level 2. The nursery provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The manager and the inspector carried out a joint observation of a planned small-group activity. n The inspector observed the interactions between the staff and children. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n Children communicated with the inspector during the inspection. n Parents shared their views of the nursery 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

9 January 2025 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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