Monkey Puzzle Day Nursery Chesham

Inspection of Monkey Puzzle Day Nursery Chesham Monkey Puzzle Nursery, Fullers Hill, Chesham HP5 1LR

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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 Not applicable

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The provision requires improvement

There are inconsistencies with the quality of care and experiences provided for children across the setting. While the provision for older children is strong, support for younger children is sometimes less effective. All children receive a warm welcome at this setting. They have good relationships with staff and show they feel safe and secure. For example, younger children seek out staff for cuddles when they feel upset or need reassurance. The nurturing staff know the children well and gather appropriate information from parents so they can meet the children's needs.

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The provision requires improvement

Overall, children benefit from a curriculum that is planned to offer a range of experiences covering all areas of learning. Older children become highly engaged in well-planned activities. However, some activities are too complex for the younger children. At these times, children lose interest and wander from one activity to another without engaging in any meaningful play.

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The provision requires improvement

Children have access to dedicated outdoor spaces, where they develop their physical skills by climbing apparatus and riding bikes. Younger children show great excitement as they throw balls and use the see-saw. Children behave well and show that they know what is expected of them. If conflicts arise, staff successfully support children to find a resolution. Children enthusiastically join in with the 'tidy- up' song. They sing as they clear away the toys and equipment. This supports children to develop an understanding of keeping their environment tidy.

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need to do better?

n The dedicated leaders are fully aware of where their attention is needed and have devised a clear plan to develop the provision for younger children. However, not all of the necessary changes are currently in place or are embedded well enough to have the intended impact. Weakness exist in the planning of routines for younger children. For example, at lunchtime children become unsettled as they wait for a long time for their food to be served. In addition, children do not always benefit from the intended learning due to lack of precision in the planning and inconsistencies in staff interactions. n Leaders work to support staff's ongoing professional development. They have recently introduced more frequent observations of staff practice to help to raise the quality of teaching and interactions with children. Regular team meetings and one-to-one supervision sessions provide staff with support and feedback.

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need to do better?

n Overall, staff create activities that engage children and provide them with new experiences. Older children excitedly show adults the fossils they have created and are proud of their achievements. Children show a love of books and stories. Younger children choose books that staff read enthusiastically to them and encourage children to join in with the story telling. Older children are creating a

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need to do better?

6 May 2025 theatre for their current theme. Staff have planned activities to support children to create their own shows and children excitedly talk to about their favourite books as they create characters to re tell their favourite stories. Staff provide older children with good opportunities to make choices for themselves. Generally, children are encouraged to be independent and manage their self-care needs. n There is good support for children's communication and language development. For example, babies use the word 'please' when they want more snack. They join in with spontaneous singing from staff. Staff repeat key words as children play and children then repeat these. Children are confident and expressive communicators. n Staff incorporate mathematics into children's activities and play. They regularly count with younger children. For example, when on a see-saw, children join in with staff counting as they rock. Staff introduce older children to numbers and

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need to do better?

mathematical language, such as big and small, which children then use in their play. For example, when children are completing a creative activity, they talk about the paper being too big They decide that to make it smaller they can tear it in half. This also supports children to develop problem-solving skills. n Children with special educational needs and/or disabilities (SEND) benefit from carefully planned strategies. Staff work closely with parents and external agencies to devise plans and share targets. This helps children with SEND to reach their potential.

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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 strengthen the provision for the younger children, including daily routines and staff interactions, to more effectively meet their care and learning needs.

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Setting details

Unique reference number 2804408 Local authority Buckinghamshire Inspection number 10396864 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 60 Number of children on roll 57 Name of registered person Creative Cubs Limited

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reference number

Telephone number 01494 257090 Date of previous inspection Not applicable

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Information about this early years setting

Monkey Puzzle Day Nursery Chesham re-registered in 2024. It is open from 7.30am to 6pm, Monday to Friday, throughout the year. The provider employs 15 members of staff, of whom 14 hold qualifications at level 2 or above. The setting offers government funded places for children aged nine months to four years.

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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 their children to learn. n Children spoke to/communicated with the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector spoke with the nominated individual about the leadership and management of the setting. 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 carried out joint observations of group activities with the manager. n The inspector spoke to several parents during the inspection and took account of their views. n The manager showed the inspector documentation to demonstrate the suitability of staff.

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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

6 May 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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