Monkey Puzzle Day Nursery Battersea

Inspection of Monkey Puzzle Day Nursery Battersea 115 Battersea High Street, London, Surrey SW11 3HS

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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

Children are safe and overall have fun and join in with play at this lively nursery. In general, staff are welcoming and friendly with the children. However, there are several weaknesses in practice that mean the quality of children's learning experience is not good.

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The provision requires improvement

Children are interested in the resources available. For example, older children talk to staff about the pictures they draw, and babies explore the texture of gloop. However, children are frequently left to their own devices while playing, which means their play lacks focus and purpose. As a result, learning is often incidental rather than planned to reflect children's interests and developmental needs. At times, the atmosphere in the rooms becomes chaotic and uncontrolled, as staff do not reinforce the 'golden rules'. Children often run around the room and garden unchallenged. However, when groups are smaller, children cooperate in play with their friends and learn to take turns and share their toys.

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The provision requires improvement

The learning intentions are unclear, which means staff do not always know what they want children to learn. The provider has some general ambitions for children to develop their physical and independence skills in preparation for starting school. However, this is not consistently understood by staff, which means these intentions are not implemented well.

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need to do better?

n The curriculum lacks ambition and clarity for children's learning. While the provider has a suitable understanding of the areas of learning set out in the early years foundation stage, they have not used this knowledge to set out clear learning intentions for children at each stage of their development. This impacts on the progress children make. n Staff often have the same expectations for all children in each age group. For example, young children are expected to join in with circle time before they have developed sufficient attention skills, and older children are offered basic craft materials that are unchallenging. This indicates there are weaknesses in the key- person arrangements, as staff do not tailor their planning enough to meet children's individual needs. n The provider has identified weaknesses in the arrangements for children with special educational needs and/or disabilities (SEND). They have identified

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need to do better?

children who need additional support. Leaders and managers are beginning to liaise with parents to put plans in place to meet their needs. However, these plans are still in their infancy and have yet to be embedded. n Children's behaviour is inconsistently managed. Staff remind children to follow rules, such as sitting down on the top of climbing equipment. However, they do

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need to do better?

15 May 2025 not always intervene when children snatch toys from each other, run around and scream uncontrollably. As a result, children often lose control and become boisterous. Children do not learn to regulate their behaviour, as staff do not set clear expectations of them. n Some staff support children's learning well. They teach children to use scissors to cut paper and introduce new words, such as 'melon', to extend their vocabulary. However, some staff do not always model the behaviour they expect of children. For example, they speak in loud voices when telling children to use 'their indoor voices'. This indicates there are weaknesses in the support arrangements for staff to develop their professional skills and knowledge. n The supervision arrangements for staff are ineffective. Although there are occasional times for staff to meet with leaders and managers, they do not have opportunities to receive support, guidance and coaching on their practice. As a

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need to do better?

result, the provider is unable to identify staff's individual development needs. n Children have some opportunities to develop their personal and social skills. Children learn to feed themselves and to use the toilet. They make choices about what resources to use and initiate their own play. At times, staff do things for children, such as putting on their coats for them, rather than encouraging them to do this by themselves. However, this does not significantly impact on children developing skills for later life. n Leaders and managers have identified some of the weaknesses outlined in this report. They are liaising with the local authority to put plans in place to improve their provision. However, these are not yet embedded, which means the quality of care and learning is not yet good.

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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 an ambitious curriculum that considers the learning and development needs and interests of all children 13/06/2025

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Due date

improve the key-person arrangements so staff get to know children's individual needs well and tailor their care accordingly 13/06/2025

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Due date

15 May 2025 improve the arrangements for children with SEND so that suitable plans are put in place to meet their needs 13/06/2025

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Due date

implement effective behaviour management strategies to support children to learn to understand and regulate their own behaviour, and ensure these are used consistently 13/06/2025

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Due date

provide learning opportunities for staff to develop their knowledge and understanding of how children learn so children receive good-quality learning experiences 13/06/2025

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Due date

implement effective supervision arrangements so staff receive support, coaching and training to meet the needs of the children they care for. 13/06/2025

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should:

n develop strategies for managing the use of space and group size to help children learn to regulate their behaviour and emotions.

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Setting details

Unique reference number EY560540 Local authority Wandsworth Inspection number 10403228 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 71 Number of children on roll 111 Name of registered person Peter Dixon Limited

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reference number

Telephone number 07985553659 Date of previous inspection 22 May 2023

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Information about this early years setting

Monkey Puzzle Day Nursery Battersea registered in 2018. It is based in Battersea in the London Borough of Wandsworth. The nursery opens all year round, from 7.30am to 6.30pm, Monday to Friday. There are 22 members of staff working with children, 12 of whom hold relevant childcare qualifications between levels 2 to 5. The nursery provides funded early education for two-, three- and four-year-old children.

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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 The inspector talked to 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 carried out a joint observation 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

15 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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