Maryams Nursery

Inspection of Maryams Nursery 47 Great Guildford Street, London SE1 0ES

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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

Children are cared for in a warm and welcoming nursery where their needs are the main focus. This nurturing environment helps to ensure that children arrive confident and happy, ready to engage in daily activities. The provider has created a curriculum that aligns with children's interests, and practitioners actively participate in play to enhance children's engagement and learning. For instance, during group circle time, children and practitioners explore books together and re-enact and discuss various parts of the story. Practitioners interact enthusiastically with children, which helps to keep children focused and encourages them to express their thoughts. Practitioners use activities well to promote reading and enhance children's understanding and communication skills.

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The provision is good

The provider maintains high expectations to prepare children thoroughly for a successful transition to school. Practitioners work closely with local schools to uphold rigorous standards that support children's development of essential skills. For instance, the pre-school curriculum focuses on helping children to acquire fine motor skills, communication and language abilities. Children are supported to develop confidence and social skills, such as sharing and interacting with friends. Practitioners serve as good role models, supporting children's positive behaviour. They readily praise children's achievements, treat children with compassion and respond quickly to provide comfort when needed.

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need to do better?

n Leaders have a clear understanding of what they want children to learn before they move on to their next stage of development. Practitioners know the children well. They plan a variety of engaging activities and experiences to build on children's existing knowledge and skills. However, practitioners do not always implement the intended curriculum with precision. For example, as children in the nursery explore South Africa during International Day, the resources and strategies to reinforce this knowledge are insufficiently planned. This occasionally hinders children's ability to achieve their full potential. n Practitioners have a deep understanding of each child's needs. This enables them to promptly identify gaps in children's learning and provide targeted support, in close collaboration with parents and other professionals. Leaders utilise additional funding effectively to benefit children, including children with

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need to do better?

special educational needs and/or disabilities (SEND). This successfully helps children make good progress from the skills they start with. n Practitioners create a language-rich environment that promotes communication and language development through play. For example, they engage younger children by commenting on activities and modelling single words. Similarly, practitioners incorporate new vocabulary, for example 'serrated' when discussing

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need to do better?

15 January 2025 cutlery with older children during mealtimes. n Children are independent. Babies actively explore their surroundings and begin to feed themselves. Toddlers take on additional self-care tasks, such as washing their hands and getting dressed. Pre-school children are entrusted with various responsibilities. They participate in mealtime preparation, setting the table, and distributing cups and plates. They serve themselves and pour their own drinks with ease. These skills help children in preparation for the future. n The approach to physical development in the curriculum is carried out effectively. Practitioners help children to enhance their fine motor skills with activities such as pouring and filling and mark making. They arrange the learning spaces thoughtfully, enabling babies to move safely and explore their environment with assurance. Practitioners take children on daily outings to local parks, where

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need to do better?

children benefit from exercise and enjoy fresh air. Practitioners enrich children's knowledge of healthy eating through engaging in discussions and activities that support children to make healthy choices. These experiences contribute to children's physical growth. n Practitioners focus on supporting children's personal, social and emotional development. As a result, children typically demonstrate appropriate behaviour. They form friendships and engage in cooperative play. Practitioners provide some assistance to help children to understand and regulate their emotions, such as planning activities that explore feelings. They ask children to identify if they feel happy or sad, and children draw or mimic the matching facial expressions using a mirror. However, practitioners do not consistently name or explore children's feelings when they are upset or in conflict and support children to better identify and communicate their emotions.

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need to do better?

n Leaders and practitioners place high value on partnerships with parents. Leaders welcome parents at the entrance, and practitioners routinely discuss children's progress and upcoming learning goals with parents and carers. Additionally, they hosts regular parents' meetings and social events to strengthen these partnerships and support children's continued learning and development.

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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 all practitioners to implement the curriculum effectively so that the intended learning is consistently met and children achieve their full potential n support all practitioners to help children gain a better grasp of the language

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should:

15 January 2025 surrounding feelings and emotions, enabling them to express their feelings more effectively.

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Setting details

Unique reference number 2709939 Local authority Southwark Inspection number 10371995 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 62 Number of children on roll 62 Name of registered person Maryams Nursery Ltd

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reference number

Telephone number 020 7928 6676 Date of previous inspection Not applicable

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Information about this early years setting

Maryams Nursery registered in October 2022. The nursery employs 19 members of childcare staff. Of these, 13 hold appropriate early years qualifications. The nursery is open from 8am to 6pm, Monday to Friday, all year round. The setting provides funded early education for children.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The manager and the inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n The inspector talked to practitioners at appropriate times during the inspection and took account of their views. n Practitioners spoke to the inspector about how they support children with SEND. n The inspector observed the interactions between practitioners and the children. n The inspector observed the quality of education being provided and assessed the impact that this was having on the children's learning. n The manager and the inspector carried out a joint observation during lunchtime. n The manager showed the inspector documentation to demonstrate the suitability of practitioners.

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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

15 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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