The Little Kew Nursery

The Little Kew Nursery

Unique reference number (URN): 2801198 Address: Barn Church, Atwood Avenue, Richmond, TW9 4HF Type: Childcare on non-domestic premises Registered with Ofsted: 22/08/2024 Registers: EYR Registered person: Little Kew Nursery Limited

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Expected standard

Children develop suitable knowledge and skills across all areas of learning. They benefit from age-appropriate activities, which build on what they know and can do. Children are prepared for the next stage in their learning, They are confident speakers, ask questions and contribute to discussions.

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Achievement Expected standard

All children are achieving from their starting points and catch up in their development. Children who may need additional support benefit from small language groups and group sessions, such as 'what is in the bag?' activities. This helps to develop their communication skills. However, some children do not have consistent opportunities to develop their self- care skills. For example, children sometimes struggle to handle large utensils at mealtimes, which impacts on their independence.

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Achievement Expected standard

Children are curious and eagerly join activities, focusing well. They are proud of their achievements. Children receive praise and encouragement, which helps to develop their self-esteem. They develop positive attitudes towards being healthy. Children understand the positive impact that a healthy diet and regular exercise have on their wellbeing.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff have high expectations for children's behaviour. They manage children's behaviour effectively and consistently, taking account of children's age and stage of development. They use visual prompts to help children who speak English as an additional language to understand instructions more clearly. Children understand what is expected of them and follow routines. They know what is coming next. For example, staff explain it will soon be lunch, so children have time to finish what they are doing before preparing for lunch.

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Behaviour, attitudes and establishing routines Expected standard

Staff provide a calm, friendly and welcoming environment. They are positive role models. Staff talk clearly and politely and take time to explain to children about what is expected. This helps children to understand and develop positive relationships and interactions with each other and adults. Children learn about the impact of their behaviour on others and quickly learn to share and be kind. All children behave well for their age and stage of development. Leaders and staff support parents and carers in establishing routines. For example, they explain the importance of being punctual and attending nursery regularly to support children's learning. This benefits children and helps develop positive patterns for the future.

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Children's welfare and wellbeing Expected standard

Children's wellbeing and welfare are met effectively in this inclusive nursery. Leaders and staff provide a secure and happy environment, where children are relaxed and flourish. This helps all children to feel safe and protects their wellbeing. Each child has a key person, which helps to meet their individual needs and helps them to form secure attachments. Children learn to understand and regulate their feelings.

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Children's welfare and wellbeing Expected standard

Staff understand children's individual care routines effectively. For example, staff adhere to children's individual dietary requirements. Children enjoy healthy meals and learn about the benefits of healthy eating through regular discussions. Children are beginning to develop their independence. For example, they learn to serve food. However, the utensils provided for children are not always suitable to enable them to do this on their own.

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Children's welfare and wellbeing Expected standard

Staff work with parents and carers to establish sleep, eating and toileting routines. They follow suitable nappy changing procedures to ensure that children remain comfortable throughout the day. Staff attend relevant baby training. This helps to ensure that babies' sleep arrangements are safe and suitable. Children learn to stay safe in the nursery and on outings. They learn about road safety and make trips to the fire station to learn about fire prevention.

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Curriculum and teaching Expected standard

Leaders understand the effectiveness of the curriculum and teaching. They know what they want children to learn. Staff use observation and assessment to identify and plan the next steps in children's learning. This helps children to overcome barriers and narrow any gaps in their learning and development.

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Curriculum and teaching Expected standard

Staff adapt activities to ensure that all children can join in. For example, they have made changes to the layout of the environment to enable all children to access resources and join in activities on offer. The curriculum builds on what children know and can do, so they gain the knowledge and skills in preparation for the next stage in their learning.

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Curriculum and teaching Expected standard

The focus on babies' development is a particular area of strength. For example, an early focus on communication helps babies to develop language. Staff prioritise children's physical development. Children have daily opportunities to spend time outdoors and be physically active. Children of all ages enjoy yoga sessions and move their bodies in a variety of ways. The curriculum for mathematical development is sequenced. Staff check children are secure in counting and recognise numbers from one to 5, before moving on to the next stage. They support children's personal social and emotional development effectively, enabling them to build positive relationships.

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Inclusion Expected standard

Leaders are ambitious for all children. They provide an inclusive environment, where everyone is valued. Staff work with support from the leads for supporting children with special educational needs and/or disabilities to identify and assess the next steps in children's learning. They adjust activities to ensure that all children are included. For example, staff set out activities in the baby room on the floor to provide more opportunities for babies to be mobile.

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Inclusion Expected standard

The team works closely with parents and carers and external specialists to help children to receive the support they require. For example, they make and implement individual plans for children and regularly review these. They use additional funding effectively to support children's needs. For example, daily opportunities for physical play and speech and language groups help to support children's unique needs. This has a positive impact on children's experiences in the nursery.

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Inclusion Expected standard

Leaders provide support and training for staff to improve learning opportunities for children. For example, the special needs coordinators support staff to develop plans for children. They are beginning to develop transitions between rooms and on entry to help ensure that children's unique needs are known to all staff. This is still being embedded and some staff do not yet have precise knowledge to meet some children's learning needs right from the start.

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Leadership and governance Expected standard

Leaders strive to provide high-quality education and care to improve the lives of all children, including children who may need additional support. They have made significant improvement since the last inspection. Leaders work closely with early years advisers to implement changes. Recent changes to the leadership team have had a positive impact. For example, leaders have implemented effective procedures for supporting supervising and mentoring staff. Staff manage children's behaviour effectively. Children benefit from an improved curriculum and secure environment, improving outcomes for children. Staff say they enjoy working in the nursery and that their workload is manageable.

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Leadership and governance Expected standard

Leaders understand the setting's strengths and take action to improve areas identified for improvement. They recognise the need to continue to enhance the teams' skills and knowledge. For example, they acknowledge that they need to support staff to develop children's independence further and develop a sharper focus on how transitions are managed on entry and when children move between rooms to enhance outcomes for children further.

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Leadership and governance Expected standard

Staff work effectively with parents and carers, who speak positively about the nursery. Parents receive regular updates about their children's activities and progress electronically and verbally. Staff work with other agencies to ensure children's needs are identified and met. This provides a consistent approach to children's care and learning,

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What it's like to be a child at this setting

Children thrive and show a sense of belonging in this homely nursery. The friendly and inclusive environment is welcoming to all children and families. Leaders work with parents and carers to promote the importance of regular attendance and value parents' contributions. Children are happy to attend. They arrive full of smiles and settle quickly. Children share positive relationships with the staff who care for them. They approach staff with ease and are confident to express their needs. Children spend time in mixed-aged groups. This helps them to build relationships with children of their own and different age groups. Children show kindness, play well alongside each other and take turns.

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What it's like to be a child at this setting

Children have fun in the nursery. They are beginning to develop their independence. They enjoy the activities on offer and are eager to try new things. Children benefit from the improved curriculum, which covers all areas of learning and takes account of children's unique needs and interests. Babies are curious. They explore paint with their hands and grasp tools. This helps to support their small-muscle development. Older children build on their mathematical skills. They count and use numbers in a variety of ways. This helps to prepare them for the next stage in their learning. All children make the progress of which they are capable of from their starting points.

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What it's like to be a child at this setting

All children engage in activities. They benefit from focused activities, which help to ensure that any gaps in their learning are identified and closed. Staff use additional funding effectively to provide support for children. For example, they plan small language groups to help support children's communication and language skills.

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Next steps

Leaders should provide further opportunities for children to develop their independence. Leaders should support staff to strengthen communication during transitions to extend understanding of each child's needs.

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Address:

Barn Church Atwood Avenue Richmond TW9 4HF

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Little Kew Nursery Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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About this inspection

The inspector spoke with leaders, staff, the special educational needs and disabilities coordinator, children and parents and carers during the inspection.

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About this inspection

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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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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