Medua Bilingual Nursery

Inspection of Medua Bilingual Nursery 2 Falconwood Parade, WELLING, Kent DA16 2PL

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Good

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The provision requires improvement

Practitioners are friendly and welcoming. They greet children in English and French, and help them to form positive relationships. This allows children to feel safe and settle in quickly. Practitioners support children's physical health effectively. For example, they provide children with daily access to an outdoor play area, where they can get fresh air and develop their physical skills. They also take children to local parks. Additionally, practitioners teach children to wash their hands at appropriate times, teaching them about preventing the spread of germs. To further promote children's good health, practitioners provide children with healthy meals and snacks.

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The provision requires improvement

Children communicate respectfully and follow instructions. However, there are some weaknesses, such as the deployment of practitioners, which at times can impact on children's learning and behaviour. This compromises the effectiveness of the consistency of how the curriculum is delivered. Despite a curriculum aimed at supporting children's holistic development, poor staff deployment and behaviour management by practitioners prevent them from fully supporting children's learning in these moments. Instead, practitioners can sometimes spend time diffusing conflicts between children or encouraging them to behave appropriately. As a result, children who wish to engage become disinterested and withdraw, while the misbehaviour of others disrupts their ability to focus and learn.

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need to do better?

n Due to the lack of consistent expectations and staff deployment, children sometimes exhibit unwanted behaviours during group activities and free play, such as pushing, grabbing and not sharing. Practitioners do not consistently enforce boundaries for children's behaviour or teach them appropriate ways to interact, allowing these issues often to go unchallenged. As a result, children do not learn the expected social skills and behaviours or the impact their behaviour has on others. n At times, practitioners are not deployed effectively to support children. They spend extended periods away from children while completing routine tasks, such as tidying up and lunchtime preparation. This often results in practitioners supervising larger groups of children outside alone. During these periods, children lack adequate direction and support, and activities fail to engage their interest. n Due to lone working, practitioners sometimes supervise children in the garden,

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need to do better?

rather than engaging them in purposeful learning. They do not consistently create an environment that actively engages children in learning. For example, the sand tray and flour activity remain empty throughout the morning, as garden resources are not consistently replenished. Consequently, children become bored

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need to do better?

26 March 2025 and compete for the limited resources available. n Leaders and practitioners have a good understanding of how to observe and monitor children's development and identify any gaps or emerging needs. They work in partnership with parents, carers and other professionals and make timely referrals where needed. However, practitioners do not consider how to support children's understanding of routines and transition times. For example, they do not use some resources, such as visual cards, consistently to support children. n Experienced practitioners use group times and lunchtimes to engage children in two-way conversations. Children enthusiastically share experiences from home and listen intently to one another. While some practitioners model good language skills, others only interact when approached by children, resulting in limited exchanges. Nevertheless, children consistently develop their language

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need to do better?

abilities from an early age. n Children develop their early literacy skills. Children make marks, practise writing their names and choose and use books independently. However, practitioners do not regularly inspect the condition of books to promptly replace books that are worn or damaged through use. This oversight can hinder children's overall experience and enjoyment of books. n The learning outcomes of activities vary significantly based on factors such as the time of day or the practitioners leading the activities. During quieter periods with fewer children present, practitioners and children engage positively together. They communicate respectfully and follow the nursery's rules and instructions.

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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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Due date

implement behaviour management strategies, which support practitioners to be consistent in their approach, and build on children's understanding of the expectations for their behaviour 01/05/2025

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Due date

26 March 2025 improve the effectiveness of practitioners' deployment so that children consistently benefit from purposeful activities and positive interaction and support. 01/05/2025

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should:

n support practitioners to help children with special educational needs and/or disabilities (SEND) to make independent choices and ease their understanding of routines within the setting, such as in the consistent use of visual resources n promote children's love of books and reading, such as by ensuring that books are regularly checked and repaired.

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Setting details

Unique reference number EY544590 Local authority Bexley Inspection number 10389852 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 16 Number of children on roll 16 Name of registered person Achapu, Theresa Kate Medua

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reference number

Telephone number 02082981998 Date of previous inspection 9 October 2019

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Information about this early years setting

Medua Bilingual Nursery registered in 2017 and is located in the London Borough of Bexley. The nursery is open from Monday to Friday, from 7.30am to 6.30pm, with morning and afternoon sessions during the week, and on Saturday from 9am to 4pm. The setting is closed for two weeks in the summer, one week at Christmas and one week at Easter, as well as the bank holidays. The provider employs seven practitioners. Of these, two practitioners hold appropriate level 2 qualifications and two practitioners hold appropriate level 3 qualifications. The nursery provides government funded childcare.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. 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 The children spoke with the inspector during the inspection. n The inspector talked to practitioners at appropriate times during the inspection and took account of their views. n The inspector spoke with the manager about the leadership and management of the setting. n Practitioners spoke to the inspector about how they support children with SEND. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on the children's learning. n The inspector observed the interactions between practitioners and the children. n The manager and the inspector carried out a joint observation during lunchtime. n The manager showed the inspector documentation to demonstrate the suitability

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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

26 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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