Childlink Day Nursery and Pre School

Inspection of Childlink Day Nursery and Pre School Childlink Learning Centre, The Phygtle, Chalfont St. Peter, Gerrards Cross SL9 0JT

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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 enjoy the time they spend at the warm and welcoming nursery. The key person system is well established, and the staff know the children well. Including their individual care routines, development to date and what they need to learn next. Staff working with the youngest babies are especially effective at creating a nurturing environment. They quickly notice when babies who are new to the nursery are feeling a little unsure and provide them with cuddles until they settle. These interactions help children develop secure attachments so that they feel safe and protected.

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The provision is good

Children behave well and approach their learning with eagerness and a positive attitude. Leaders and staff are committed to providing stimulating learning experiences, that motivate children to learn. They have constructed an ambitious curriculum to ensure that all children, including those with special educational needs and/or disabilities (SEND), make progress from their starting points.

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The provision is good

Children successfully develop the knowledge and skills they need for the next steps in their learning. For instance, babies babble in response to staff interactions and listen with interest to familiar rhymes. Pre-school children complete tasks, such as dressing and undressing independently. They use numbers and counting in their everyday play, join in with stories, songs and rhymes, demonstrate a wide vocabulary and play harmoniously with others.

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need to do better?

n Staff provide a language rich environment, with numerous opportunities for children to develop their speaking and listening skills. Stories, songs and rhymes are an integral part of the routines and staff introduce a 'word of the week', to help extend children's vocabulary. During discussions children show a good understanding of words and their meanings. For instance, they tell others that they need to be patient. They explain this means waiting for their turn and allowing others time to complete tasks. n Overall, staff are attentive to children's needs and help them join in and enjoy what is on offer. However, occasionally they do not adapt the routines in response to children's spontaneous interest. For example, when babies stand at the door and indicate they want to go outside, staff do not respond to this. n Staff act as positive role models and have high expectations for children's behaviour and conduct. They focus well on helping children to form positive

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need to do better?

relationships and develop their social skills. Staff provide lots of praise to promote positive behaviour and encourage children to complete tasks they find difficult. For instance, when children comment 'I cannot do it', staff suggest they 'give it a go'. This helps children to develop resilience and encourages them to

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need to do better?

11 March 2025 explore different ways of doing things. n Staff encourage children to be independent in their play. For example, children self-select activities and resources that interest them. However, staff working with the younger children do not consistently support them to tidy up after themselves. This leads to the room becoming 'cluttered' and restricts the space children have to move around. n Staff support children to develop a secure understanding of the importance of oral health. They take them on visits to the local dentist, show them how to clean their teeth correctly and have interesting conversations to extend children's learning. For instance, when talking about toothpaste, staff explain to children that the fluoride in this helps to protect their teeth. n Staff ensure children benefit from regular fresh air and exercise. Children of all ages have daily opportunities to play outside and develop good physicals skills.

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need to do better?

For example, they run with confidence, balance along beans and move in a variety of ways. n Relationships with parents are extremely positive. Staff go above and beyond to help parents become involved in their children's learning. Parents are invited to regular social events to find out about what their children have been learning and how they can support this at home. Parents appreciate the regular communication they have with staff and comment that their children have made good progress since attending the nursery. n Leaders and staff engage well with other local services. They invite professionals into the setting to talk to the children about their role within society and take children on visits within the local community. These positive experiences help children to develop their social 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 respond more swiftly to children's interests and adapt the routines in response to these n help younger children to take responsibility for their toys and the environment, such as by encouraging them to tidy up when they finish playing.

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Setting details

Unique reference number 2788860 Local authority Buckinghamshire Inspection number 10358183 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 46 Number of children on roll 62

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Name of registered person

Childlink Day Nursery and Pre School Partnership

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reference number

Telephone number 01494871908 Date of previous inspection Not applicable

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Information about this early years setting

Childlink registered in 2024. The nursery is open from 7.30am to 6.30pm, Monday to Friday, all year round. The setting provides funded early education for two-, three-and four-year-old children. The nursery employs fourteen staff. Two hold qualified teacher status, one level 6 and five level 3.

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Inspection activities

n The manager and the inspector completed a learning walk together and discussed how the curriculum is organised. n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n The inspector carried out a joint observation with the manager and discussed the quality of teaching. n The inspector asked staff questions to establish their understanding of how to safeguard children, and how they assess and plan for children's learning. n The inspector took account of the views of parents through written and face-to- face feedback provided.

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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 March 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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