Monkey Puzzle Day Nursery Stanway

Inspection of Monkey Puzzle Day Nursery Colchester 1 Villa Road, Stanway, Colchester, Essex CO3 0RH

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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 happily welcomed into the nursery. Older children form strong bonds with staff and their peers. However, the settling-in procedures for babies are not planned well and are often not adapted to their individual needs. This means babies sometimes struggle to settle and form strong attachments to their key person. Older children benefit from a well-sequenced curriculum. Staff provide them with a wide range of exciting and stimulating activities that enable them to extend their knowledge across all areas of learning.

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The provision requires improvement

Children excitedly engage with staff as they use different sounds and tones of voice as they act out a story. Children practise making the sounds of rain and whispering, developing their communication and language skills effectively. Although the provider and managers know that they want children to learn, they do not ensure that babies receive the level of engagement they need to encourage their curiosity and remain engaged. Staff do not sufficiently support babies' early communication and language skills. For example, staff do not always respond to babies' babble or get down to their level when speaking to them.

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The provision requires improvement

Older children develop a love of books. Many children visit the book area and independently look at books, as well as cuddling up to staff to read stories. Staff bring the books to life with different voices, sounds and the use of props and puppets. Staff are kind to the children and promote good manners. Children are well behaved and know what is expected of them. Pre-school children experience a well-resourced environment. Children enjoy experiencing and learning about their wider community. For example, they regularly visit care homes, taking gifts for the residents.

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need to do better?

n The provider and managers are committed to improving the service they provide. They have identified the areas of practice that are weak and are taking steps to address these. However, these changes are in their infancy and therefore, children are not currently benefiting from the impact. n Staff all comment that they feel part of a family and feel very valued and listened to by the provider. The provider has implemented a wealth of support and rewards for staff to ensure they are happy and content in their roles. n The quality of teaching is variable. While the teaching for older children is strong and they make good progress, the quality of interactions and planning for younger children requires improvement. Babies' communication and language skills are not promoted well. Staff do not talk to babies and engage them in purposeful play enough. Consequently, babies do not benefit from effective back-and-forth interactions that help lay firm foundations for their language and

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need to do better?

24 June 2025 cognitive development. n Pre-school children are well prepared for the transition to school. Pre-school staff are very knowledgeable and have implemented a range of strategies to help children develop their understanding of mathematics and literacy. Pre-school staff ensure that children develop high levels of independence. Children serve themselves dinner, wash their hands, use the toilet, dress themselves and are learning to use cutlery. n Transition procedures put in place for babies are not consistently adapted to their individual needs. Settling-in procedures are often too quick for young children and staff are not able to get to know them well enough to understand their needs. Consequently, babies struggle to settle in and form strong attachments to staff. This impacts on their ability to engage in purposeful play and learning. n Children with special educational needs and/or disabilities are well supported.

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need to do better?

Staff identify gaps in learning and work with outside professionals and parents to help them to make good progress. n Parents are happy with care provided. They comment that staff are lovely and caring. The provider offers parents numerous opportunities to meet and socialise with other parents. Staff ask for parents' input on the types of learning they think their children would benefit from. However, there is less focus on providing parents with information as to how they can further support their children's learning at home. n Children immerse themselves in activities that are planned around their interests. Staff are close by, asking challenging questions and building on children's critical-thinking skills. However, the environment is less well-thought- out for younger children. On occasion, resources are muddled, and some activities are overcrowded. This impacts children's ability to lead their own

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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

24 June 2025 improve the transition for babies when they first start, so that they become familiar with the setting and build a settled relationship with their key person 30/09/2025

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Due date

ensure that staff receive appropriate training to support young children's communication and language development effectively. 30/09/2025

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should:

n review on the organisation of the environment to enable children's curiosity and willingness to learn to flourish n build on partnerships with parents so they have a better understanding of their children's development and how they can support learning further at home.

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Setting details

Unique reference number 2504015 Local authority Essex Inspection number 10407104 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 159 Number of children on roll 166 Name of registered person SMJ Childcare Ltd

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reference number

Telephone number 01206 234077 and 01206 560695 Date of previous inspection 31 January 2020

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Information about this early years setting

Monkey Puzzle Day Nursery Colchester registered in 2018. The nursery employs 34 members of childcare staff. Of these, 21 hold early years qualifications at level 2 or above. The nursery opens Monday to Friday, for 51 weeks of the year. Sessions are from 7.30am to 6.30pm. The nursery offers government funded places for all eligible 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 observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n Staff and children spoke to the inspector during the inspection. n The inspector and the manager carried out a joint observation of an activity. n The inspector spoke to parents and took account of their views. 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

24 June 2025 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

24 June 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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