Monkey Puzzle Day Nursery New Cross

Inspection of Monkey Puzzle Day Nursery New Cross 296 Queens Road, London SE14 5JN

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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 Outstanding

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The provision is good

Children settle well on arrival and are happy to meet the staff and their peers. Babies demonstrate close bonds with their key person. They babble happily in response to staff interactions with them. Staff meet children's emotional needs well and help them build familiarity with the setting.

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The provision is good

Staff use opportunities, such as children's role play, to introduce them to the importance of healthy foods. Toddlers learn to name fruits and vegetables and comment 'I like mushrooms'.

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The provision is good

Older children build on their hand to eye coordination, for example as they learn to cut around shapes with scissors. Staff show children how to hold the scissors and teach them how to keep themselves safe during these activities.

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The provision is good

Staff are supportive as they help children to learn how to take turns during play. Children respond well to praise and encouragement from the staff. They behave well and understand the routines at the setting.

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The provision is good

Leaders and staff have high aims for individual children's achievements and plan a curriculum that supports their steady progress towards next stages in their learning. Children with speech and language difficulties and those with special educational needs and/or disabilities benefit from the inclusive curriculum and make good progress from their starting points. Leaders use funding well to meet individual children's needs.

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need to do better?

n Leaders carry out regular supervision of staff practice and plan well for staff training. Staff use their knowledge and skills well, for instance to teach children strategies to learn to manage their emotions and to understand what is expected of their behaviour. They plan a range of sensory activities to stimulate young children's curiosity to explore with their senses. n Staff make good use of assessments to identify next steps in individual children's learning. Partnerships with professionals and other settings are strong to support individual children's progress and continuity in their learning experiences. n Leaders organise group meetings for parents to meet the staff and other parents whose children attend the setting. This helps to promote a sense of community. Key persons share regular updates with parents, for instance when parents come into the setting at the end of the day to pick up their children. Most

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need to do better?

parents provide positive views about the setting and are happy with the updates they receive from leaders and staff. Leaders are reflective and aim to continually increase opportunities for key persons and parents to discuss individual

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need to do better?

27 January 2025 children's progress with each other. n Staff encourage babies to make choices. They show them how to make handprints and footprints with paint. Staff demonstrate how to dip small-world transport vehicles in paint and make wheel tracks with them. They then encourage children to choose how they would like to explore the paint. Children show they are happy as they smile during staff interactions with them and become engrossed in the activity. n Staff support children well to help them learn to care for their personal needs. They provide clear instructions and support to children who learn to use the toilet independently. For example, toddlers learn how to flush the toilet. Staff teach children hygiene routines, such as washing hands at appropriate times. n Older children are confident communicators. They say they like to colour and paint and do 'craft work' when they come to the setting. They enjoy reading

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need to do better?

books with staff. While reading a story about dogs, they are excited to identify where the dog is hiding by spotting the tip of the dog's tail in the picture. Children who speak English as an additional language make good progress from their starting points. n Staff plan outings for children to local amenities, libraries and parks. The provider employs a sports coach to deliver weekly sessions for toddlers and older children. However, staff do not always plan and implement the curriculum consistently to support all children's physical development, particularly for those who prefer to learn outdoors. Consequently, some children do not explore a range of physical movements to further extend their physical skills.

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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 staff to strengthen the planning and implementation of the curriculum for physical development, with particular regard to the outdoor provision, to help children to explore a range of physical movements and to extend their physical skills further.

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Setting details

Unique reference number EY556683 Local authority Lewisham Inspection number 10380236 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 76 Number of children on roll 113 Name of registered person New Cross Day Nursery Limited

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reference number

Telephone number 0203 583 0076 Date of previous inspection 29 July 2022

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Information about this early years setting

Monkey Puzzle Day Nursery New Cross registered in 2018 and is located in the London Borough of Lewisham. The nursery is open for 51 weeks of the year, from 7.30am to 6.30pm, Monday to Friday. It provides funded early education for children aged two, three and four years. The nursery employs 32 staff. Of these, 17 hold relevant early years qualifications ranging from level 2 to level 6. The staff team is supported by a chef and a kitchen porter.

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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 told the inspector about what they like to do when they are at pre- school. n The inspector talked to parents and 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 looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery. n The manager and the inspector carried out a joint observation and discussed the impact of staff practice on children's learning. n The inspector held discussions with leaders and managers at appropriate times.

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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

27 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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