Glaisdale Day Nursery

Glaisdale Day Nursery

Unique reference number (URN): EY380413 Address: 26 Manor Road, Cheam, Surrey, SM2 7AG Type: Childcare on non-domestic premises Registered with Ofsted: 22/10/2008 Registers: EYR, CCR, VCR Registered person: Chiltern Nurseries 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 Strong standard

The effective curriculum and teaching mean that all children, including those with barriers to learning and special educational needs and/or disabilities (SEND), consistently thrive and achieve. Children learn key skills early on and develop these as they move through the setting in readiness for their move on to school. Children make secure progress in their communication and language development. For example, children with SEND and speech and language barriers achieve goals such as engaging in conversations and sharing their thoughts. Children are confident to learn and are well prepared for the next stage of learning. Children are proud of their achievements, often sharing with staff when they have met a new target. For example, older children excitedly share with staff that they played a new shape sorting game and completed the task.

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Behaviour, attitudes and establishing routines Strong standard

Staff consistently provide high levels of care that positively support learning and development. Across all age groups, there is a warm environment where children are calm, well behaved and engaged in learning. Staff effectively support children to manage their feelings and behaviour through consistent behavioural expectations. Children are responsive, listen carefully and are increasingly independent. Staff embed secure, consistent routines that help support children's behaviour, emotional regulation and positive attitudes to learning. For example, children in the pre-school room set up their own lunch table; they then wash their plate up and clear the area for activities that will follow.

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Behaviour, attitudes and establishing routines Strong standard

Leaders share with parents and carers the importance of consistent attendance and the impact absence could have on learning and development. As a result, attendance is high and consistent. Staff and children have very secure bonds and attachments, and children build relationships with key staff from their first settle session. Staff model positive and respectful interactions with one another and expect children to do the same. Consequently, children are empathetic, kind and care for one another. Children settle well and build confidence and independence. For example, children are extremely patient and well behaved at mealtimes and demonstrate independence in following routines and managing tasks for themselves.

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Children's welfare and wellbeing Strong standard

Staff and leaders consistently prioritise the welfare and wellbeing of all children. Leaders effectively monitor and review policies, training, practice and procedures to support this. For example, leaders focus staff training to ensure they are confident about policies and procedures for keeping children safe. Staff have a thorough understanding of the children in their care, their families and any potential barriers to learning. Working with parents and carers, staff consistently deliver high-quality care to all children and meet their individual needs. For example, children with physical barriers to learning have specialist equipment to support their movement and to ensure they are able to effectively learn, develop and achieve.

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Children's welfare and wellbeing Strong standard

Children are happy, sociable and secure. Staff have developed secure attachments with all children, which supports their emotional wellbeing extremely well. Through well-designed and embedded routines, children develop understanding of behaviours and habits that support their welfare and wellbeing, such as a healthy diet and oral health. Staff take on key roles to implement daily physical activities and learning opportunities. This securely embeds the importance of movement and physical play for children of all ages and abilities. For example, staff have had training to deliver yoga sessions to extend the physical activities they offer.

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Curriculum and teaching Strong standard

Leaders and staff implement a well-designed and effective curriculum that is inclusive and of consistently high quality. Across all age ranges, there are high expectations for children's learning to help them thrive. Staff teach children through well-planned activities and learning experiences and through routine and daily interactions. For example, older children self- serve their meals. When they have finished, they wash their plate and cutlery and store the items away. Staff work closely as a team to ensure that teaching is consistent across all age groups, sequencing learning to help children in readiness for their next stage of education. For example, younger children are encouraged to begin self-serving and tidying up, preparing them for their move up to the next room.

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Curriculum and teaching Strong standard

Staff plan, observe and tailor learning experiences for all children, including those with special educational needs and/or disabilities (SEND). They understand the importance of each interaction as a learning opportunity for children. Staff are highly skilled at adapting teaching to ensure all children, including those with SEND, are challenged and well supported at appropriate levels. Accurate assessment helps staff to swiftly identify barriers to learning or gaps. They reduce barriers to learning, which allows every child to access the curriculum and make excellent progress. For example, children with sensory issues are offered an alternative version of an activity to ensure they are still getting the same experiences.

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Inclusion Strong standard

Leaders and staff quickly identify potential barriers to learning and any special educational needs and/or disabilities (SEND). Highly knowledgeable staff and leaders make focused and effective decisions and work closely with families and other professionals. This helps to ensure that all children have consistent and secure support that allows them to thrive and achieve. Leaders and staff consistently make a difference to the learning and care experiences for all children and reduce any barriers to learning and development. Working with external professionals, staff swiftly identify additional needs or barriers to learning and create effective plans to support each child's needs.

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Inclusion Strong standard

Staff adapt learning and explore opportunities to ensure that all children, including those with SEND, have access to a rich and well-planned curriculum. This means they achieve well and move on to their next stage of learning fully prepared. For example, staff use visuals, sound buttons and sign language to support children with communication and language barriers and SEND. Children's progress is reviewed frequently, and staff assess and plan effective next steps and individual goals for children. This ensures each child makes secure and consistent progress in their learning and development. Leaders deliver training to staff that helps develop knowledge and understanding of a range of needs. For example, staff are trained to deliver sessions on emotional support for children who require help managing their feelings and emotions.

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Leadership and governance Strong standard

Leaders are adaptive and responsive, promoting the needs of staff and children. Through focused training and coaching, leaders ensure that staff are fully informed and confident in their roles. Leaders work closely with staff, reflecting on and reviewing the curriculum and learning resources and identifying adaptions that are needed. For example, leaders identified that their garden area required improvement to enhance children's outdoor learning experience. They are working to redesign this area for safe and effective use for all children. Leaders work with their local authority, parents and carers to make effective decisions about training, funding and areas for improvement. This helps to ensure children with barriers to learning and special educational needs and/or disabilities are well supported.

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Leadership and governance Strong standard

Leaders have a thorough induction process for new staff that ensures they are well trained for their role. For example, staff complete induction training including online modules before they work with children. Leaders use ongoing supervision and monitoring to address any gaps in knowledge or training needs. They have created a culture where staff are willing and confident to ask for support and additional training. Leaders reflect well on any concerns or areas for improvement and act in a swift and effective manner. This supports the high-quality care and education that is delivered at all times. Leaders work closely with the staff team to ensure their wellbeing and workload are managed well. For example, staff are offered flexible shifts, and leaders ensure they have enough staff to support flexible working hours.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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

Children are confident, well behaved and happy in this setting. They are well cared for, and staff ensure all children, including those with special educational needs and/or disabilities (SEND), have their individual learning and development needs effectively met. Children are sociable and share their thoughts and ideas with other children and staff. For example, children read animal stories with staff and engage in conversations about their own experiences of visiting a zoo. Children of all ages show a curious and positive approach to learning, often excitedly sharing with staff which learning resources they would like to engage with. Children are calm, polite and empathetic towards each other. The well-planned

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Inspector:

Louise Mackay curriculum and ongoing assessment help all children, including those with SEND, to achieve and thrive in all areas of learning.

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Inspector:

This setting has a focus on developing children's independence and communication skills. Children consistently achieve well in these core areas of the curriculum. Staff and leaders ensure that children with barriers to their learning make progress, achieve, belong and thrive in this setting. Younger children are emotionally supported by key staff working closely with parents and carers. Staff support children sensitively during their settling-in periods and create secure bonds. Leaders promote consistent attendance, which supports children to achieve and develop well. Staff consider the wellbeing of children consistently throughout the day. For example, staff engage in conversations with children about the importance of a healthy diet and oral health. Staff celebrate children's individuality and work with families to ensure each child has a sense of belonging.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with leaders, staff, special educational needs coordinators, children and parents 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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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Chiltern Nurseries Limited

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Address:

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

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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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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