Monkey Puzzle Seer Green

Inspection of Monkey Puzzle Seer Green Ashley House, 31-33 Chalfont Road, Seer Green, Beaconsfield HP9 2QP

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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

Passionate and committed leaders and staff warmly welcome children and their families into this homely and inclusive nursery. Children happily wave goodbye to their parents before settling into an activity of their choice. Staff gather details about children's likes, dislikes and home routines, which enables them to understand individual interests, unique personalities and how best to care for them. Building strong, trusted relationships with children and their families is a notable strength. Attentive staff offer reassuring hugs and gentle words to the youngest children, while older ones confidently talk to new visitors about their experiences and politely ask their names. This consistent, nurturing approach helps children feel safe and develop a true sense of belonging.

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The provision is good

Staff provide a wide range of meaningful opportunities to spark curiosity and motivate children to take part. For example, older babies crawl up an indoor gym and whizz down the ramp. Toddlers make pretend ice creams from foam and pre- school children build tall towers and attempt to count the bricks. Throughout such moments, staff skilfully introduce new vocabulary and encourage children to apply these words in context.

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The provision is good

Consistent and clear expectations guide children's good behaviour. When occasional unwanted behaviour occurs, staff respond with patience and explain why it is unacceptable. Across the nursery, children follow staff's positive role modelling and show respect for others. They encourage their friends to join in and learn to take turns. Staff readily praise children's efforts and achievements, which helps boost children's self-esteem and confidence.

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need to do better?

n Leaders, alongside company advisers, work tirelessly to devise rigorous action plans to drive forward improvements. They show a clear vision for growth and fostering an environment that prioritises high-quality learning experiences. For example, leaders recognise the limitations of the nursery garden and ensure staff take children to the local park to access larger equipment to develop their gross motor skills further, such as their balance, stamina and coordination. n Leaders create a sequenced and ambitious curriculum for all children. They have good knowledge of what they want children to learn before moving to school. Staff use ongoing observations and assessments to monitor children's progress and identify next steps in their development. However, leaders have yet to ensure that all staff have a secure enough understanding of the curriculum intentions. Some staff do not always implement the curriculum in a step-by-step

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need to do better?

way that precisely builds on each child's existing knowledge and skills. As a result, there are occasional inconsistencies where individual children's learning is

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need to do better?

7 August 2025 not fully maximised. n Developing children's language and communication skills are given a high priority. Visual prompts, photographs of past experiences and real-life objects help strengthen speech, particularly for younger children and those with additional needs. Staff foster a love for reading through engaging story times, with children eagerly choosing more books for staff to read. Children delight in listening and sharing what they remember. This helps to widen their vocabulary. n Children benefit from real-life visits from people in different professions, such as firefighters, doctors and dentists. These experiences inspire imaginative play and spark aspirations for children's future roles. In addition, staff actively value and promote inclusiveness in age-appropriate ways, helping children see themselves represented and recognise what makes them unique. Staff ask parents about any cultural events they celebrate and thoughtfully weave these into their

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need to do better?

planning. In this way, children learn to compare similarities and differences between their way of life and those of others, which helps prepare them to appreciate the diverse world we live in. n In the main, staff support children to do things for themselves to promote independence, such as making their own decisions by choosing their own activities. They provide encouragement and guidance to help children build confidence in daily tasks. However, at times, staff step in too quickly and do things for children that they could easily manage on their own or be encouraged to try. For example, on occasion, they swiftly wipe children's noses or serve food from larger dishes into their individual plates. This does not consistently support children to practise or fully develop their self-care skills. n Parents provide glowing feedback about the education and care their children receive. They feel involved and fully informed about their children's development

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need to do better?

and progress through the online application, daily face-to-face conversations and termly progress reviews. Parents see their children making good progress, particularly in their speech, confidence and when making new friendships.

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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 all staff's understanding of the curriculum intent to ensure their teaching is consistently focused on taking each child's learning to the next level n support staff to consistently promote children's independence and extend opportunities for developing their self-care skills.

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Setting details

Unique reference number 2739060 Local authority Buckinghamshire Inspection number 10407320 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 88 Number of children on roll 51 Name of registered person Goodman Harding Limited

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reference number

Telephone number 07775908577 Date of previous inspection Not applicable

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Information about this early years setting

Monkey Puzzle Seer Green registered in 2023. It is situated in Seer Green, Beaconsfield, Buckinghamshire. The nursery is open from Monday to Friday, 7.30am to 6.30pm, all year round. There are 12 members of staff employed at the setting. 10 of whom hold appropriate childcare qualifications from level 2 to level 3. The nursery is eligible to receive funding to provide free early education for children aged nine months to four years.

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Inspection activities

n The manager, deputy manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n Children spoke 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 observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The manager, deputy manager and inspector carried out joint observations of group activities. n Parents shared their views of the setting with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

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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

7 August 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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