197 Early Years Nursery

Inspection of 197 Early Years Nursery St Paul's Church Hall, 127 Park Road, Kingston upon Thames, Surrey KT2 6DY

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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 Good

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The provision is good

Children are settled at this warm and nurturing nursery. Staff plan individualised settling-in procedures for new starters. As such, babies seek out reassurance from familiar adults and cuddle up to their key person. Staff are knowledgeable and give children practical and emotional support. This helps children to build trusting bonds with the staff and to feel safe and secure.

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The provision is good

Staff plan an ambitious curriculum that focuses on children's communication and language development and skills for later learning. They introduce new vocabulary and give a running commentary as children play, which supports their communication and language development. Babies start to babble and mimic the sounds of various toy farm animals hidden in hay. Younger children develop the small muscles in their hands as they catch pretend ducks in the water tray. This helps prepare them for later writing. Older children have opportunities to choose the story they would like to hear and develop good concentration skills and listen intently to shared stories, which staff deliver skilfully using a puppet. Children are becoming confident communicators.

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The provision is good

Overall, children behave well and respond to the staff's instructions. Staff are kind and warm in their approach. They provide children with plenty of praise for their achievements. This builds children's confidence and self-esteem.

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need to do better?

n Staff plan ample opportunities for children to develop their imaginations. Children clearly enjoy role play, using real props such as sweetcorn, as they pretend to be shopkeepers. Staff help young children to develop their emotions as they care for dolls. Children copy the staff and gently rock their dolls to sleep. This helps children to make connections with real life experiences. n Overall, staff carefully consider what they want children to learn and have designed a curriculum that places a strong focus on the key skills children need to learn for later life. For instance, babies are supported to learn songs by using visual prompts in books to help them to recall the rhymes. Older children are confident in their speech and are articulate as they describe the different foods in the role-play area. This helps all children develop their vocabulary. Mostly, activities are purposeful and well planned. However, on some occasions, staff are

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need to do better?

not clear about what they want children to focus on specifically. This means that children wait too long for the intended learning and leave the group activities. n Leaders and staff work closely with the local schools to make sure children are well prepared for starting reception. For example, staff access training to help them develop their knowledge of how to support children in these transition times. This helps staff identify children who need extra support. This helps

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need to do better?

7 August 2025 children to become confident and ready for their next stage of education. n Children generally behave well. However, on occasions, staff do not support children to understand the impact of their behaviour. For instance, children sometimes take the toys other children are playing with. Although staff comfort children, they do not consistently challenge unwanted behaviour. This means that children do not learn the consequences of unwanted behaviour and how this may impact on others. n Staff teach children the importance of health and hygiene. For example, at mealtimes, children learn why they must wash their hands. Staff talk about the benefits of the freshly cooked meals that they enjoy. Furthermore, staff remind younger children to regularly drink water to keep hydrated. This helps children to develop healthy habits for later life. n Leaders ensure that staff attend training to keep their knowledge up to date.

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need to do better?

Furthermore, staff receive regular supervision sessions and attend meetings to support them in developing their skills. As a result, staff feel valued, morale is high and staff retention is strong. n Partnerships with parents are good. Staff share information through daily discussions to help parents continue their children's learning at home. Parents are complimentary about the welcoming staff and the progress that their children make in their development in readiness for school.

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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 support staff to teach precise learning intentions during group activities to help children remain fully engaged and learning n develop behaviour management strategies to support children to understand the impact of any unwanted behaviour and how their behaviour may impact on others.

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Setting details

Unique reference number EY287571 Local authority Kingston upon Thames Inspection number 10398832 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 89 Number of children on roll 82

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Name of registered person

Mrs Harjeet K. Mann & Mr Davinder S. Mann Partnership

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reference number

Telephone number 0208 549 9995 Date of previous inspection 12 November 2019

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Information about this early years setting

197 Early Years Nursery registered in 2004 and is located in St Paul's Church Hall in the London Borough of Kingston upon Thames. It operates from Monday to Friday, from 8am to 6pm, all year round. There are 21 staff who work at the setting, 15 of whom hold relevant childcare qualifications. The nursery offers government-funded places for children aged nine months to four years.

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Inspection activities

n Leaders joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want children to learn. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector viewed the nursery and discussed the safety and suitability of the premises. n Leaders and the inspector conducted a joint observation of an activity. n Parents shared their views of the nursery 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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