Quaggy at Margaret Bondfield Nursery

Quaggy at Margaret Bondfield Nursery

Unique reference number (URN): EY350218 Address: 77 Raglan Road, LONDON, SE18 7LB Type: Childcare on non-domestic premises Registered with Ofsted: 03/05/2007 Registers: EYR, CCR, VCR Registered person: Quaggy Development Trust

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Children's welfare and wellbeing Strong standard

Leaders and staff prioritise children's welfare and wellbeing by creating exceptionally nurturing environments. Staff interact warmly with children and respond sensitively to their emotional needs. For example, staff in the baby room ensure that babies receive regular cuddles and gentle tactile care. This builds secure attachments between children and their key persons. Children show very high levels of self-confidence and self-esteem. Older children understand the importance of washing their hands after using the toilet and before meals. These consistent routines support them to establish lifelong healthy habits that lay solid foundations for their physical health.

p.2

Children's welfare and wellbeing Strong standard

All children access a range of nutritious, home-cooked meals and healthy snacks. Staff treat mealtimes as social occasions, with babies, toddlers and pre-school children eating together. Staff promote children's self-care skills highly effectively. They patiently support younger children to feed themselves. Older children serve food themselves, pour drinks and clear their own plates. Children show high levels of independence and an excellent sense of responsibility.

p.2

Children's welfare and wellbeing Strong standard

Staff share daily information with parents and carers so that they feel valued, well informed and fully involved in their child's experiences. Parents speak very highly about the support that they receive, particularly for children with special educational needs and/or disabilities. Staff are very observant, which helps them respond to children's needs and offer them timely support. For example, staff quickly notice when children become unsettled or tired and respond by offering comfort, reassurance or a quiet activity. This helps children to feel safe and promotes their emotional wellbeing. Children settle well, regulate their emotions effectively and engage positively in learning.

p.2

Inclusion Strong standard

Provision for children with special educational needs and/or disabilities (SEND) is highly effective with expert support that meets their individual needs. Leaders prioritise building trusting relationships with children and their families. This approach contributes to staff having a very secure understanding of children's individual needs. Leaders and staff work closely with parents and carers and external professionals to promptly and accurately identify children's needs. For instance, staff carefully observe children whose communication and language development are not meeting expected developmental milestones. They work collaboratively with parents and speech and language therapists to implement a wide range of strategies that enhance children's development.

p.2

Inclusion Strong standard

Leaders use additional funding effectively. They ensure that staff consistently engage in continuous professional development opportunities to help them to provide targeted and expert support for children with SEND. For instance, staff implement enjoyable one-to-one activities with individual children to develop their social and attention skills. Parents' feedback is highly complimentary. They describe how staff positively influence their children's daily experiences, leading to progress in their overall development.

p.2

Expected standard

Leaders work tirelessly with the wider community to remove barriers for children with SEND and enhance provision. This helps children to fully access the holistic curriculum on offer. All children make positive progress from their starting points and thrive within the setting.

p.3

Leadership and governance Strong standard

Leaders have an exceptional understanding of child development and what children need to flourish in their learning and development. They gather feedback from parents, staff and children to help them continuously evaluate and improve the quality of provision. For instance, they organise bespoke training for staff to deepen their understanding of equality, diversity and how this supports highly inclusive practice. Leaders are deeply committed to meeting children's individual needs and work closely with staff to swiftly identify and support children with special educational needs and/or disabilities. Leaders have recognised inconsistencies in the teaching of the mathematics curriculum and have introduced targeted professional development and monitoring to address this. Although these actions are not yet fully embedded across all age groups, leaders demonstrate strong strategic leadership and clear oversight, which continues to have a positive impact on children's education.

p.3

Leadership and governance Strong standard

Leaders use additional funding to enhance children's learning experiences through the purchase of targeted resources. They build exemplary partnerships with parents and carers and external agencies to meet children's diverse needs. This integrated approach promotes effective and well-coordinated support for children's learning and development. Staff work in close partnership with parents to promote continuity of learning. For example, staff and parents work together to support children during toilet training.

p.3

Leadership and governance Strong standard

Leaders have a rigorous recruitment process in place and a robust induction programme. They place staff's wellbeing at the heart of their practice. Leaders regularly organise meaningful and enjoyable staff events, which contribute to the welcoming atmosphere and enthusiasm across the setting. The experienced and well-established staff team report feeling valued and consistently supported by leaders. This contributes to a highly motivating working environment, where staff retention is excellent and there is a very positive team spirit.

p.3

Achievement Expected standard

All children achieve well in their learning and development, regardless of barriers to learning. For example, children with English as an additional language learn to share their wants and needs. This helps them to access learning opportunities and develop meaningful friendships.

p.3

Achievement Expected standard

Children make steady progress in all areas of learning, particularly in physical development. Babies enjoy crawling around and pulling themselves to standing using child-sized furniture. Pre-school children practise their balancing skills as they walk on wooden blocks and play ball games. Children demonstrate perseverance and resilience, which contributes to a 'can- do' attitude to learning. However, inconsistencies in the teaching of mathematics for older children do not support them to make the best possible progress.

p.3

Achievement Expected standard

Children with special educational needs and/or disabilities benefit from tailored interventions and one-to-one attention, which contributes to the progress they make. They develop the skills they need for the next stage of learning, such as building relationships, developing self-control and expressing their needs.

p.4

Behaviour, attitudes and establishing routines Expected standard

Leaders set high expectations for children's behaviour and positive attitudes to learning. Children build excellent bonds with staff, who model respectful behaviour by speaking calmly and compassionately to them. Children usually follow instructions and established routines within the setting. When inappropriate behaviour occurs, staff respond promptly. However, staff do not consistently explain why certain behaviours are inappropriate. For example, they ask children to stop running indoors, without explaining the possible impact on themselves or others. This limits children's understanding of the purpose of rules.

p.4

Behaviour, attitudes and establishing routines Expected standard

Children are friendly, polite and curious. They engage confidently with staff, who show genuine interest in their ideas. Children treat one another with kindness and consideration. Leaders and staff monitor children's attendance closely so that children can access the wide range of experiences on offer. They track children's attendance consistently and contact parents and carers when children have unplanned absences. This approach helps families to establish consistent routines and lays strong foundations for future learning.

p.4

Behaviour, attitudes and establishing routines Expected standard

Staff support children with special educational needs and/or disabilities to manage changes in routines calmly and regularly check that these adjustments meet children's needs. For example, staff use visual timetables to show children what is happening now and what will happen next. This helps children to learn to cope with transitions and build their independence.

p.4

Curriculum and teaching Expected standard

Leaders have carefully designed a curriculum that places an emphasis on children's wellbeing, communication and physical development. For instance, staff promote children's understanding of healthy eating by explaining how different foods support growth, strength and good health. Staff use information gathered at enrolment, alongside ongoing observations and assessments, to plan learning experiences for groups of children. They adapt activities, where necessary, to ensure that all children can fully participate in group learning.

p.4

Curriculum and teaching Expected standard

During an interactive music session, staff use clear language and visual symbols to support children's understanding of instructions. For example, individual children attempt to copy the sounds made by staff as they beat a large drum. Children then play the drum together, creating soft and loud sounds. They giggle with delight, showing enjoyment while developing their coordination and muscle strength.

p.4

Curriculum and teaching Expected standard

Overall, staff support children's mathematical development well. Staff promote children's early mathematical skills from a young age through a wide range of hands-on activities, such as singing number songs and counting items. For instance, staff model counting as toddlers attempt to put their shoes on. However, at times, staff do not consistently extend older children's mathematical skills during activities and everyday experiences. This does not fully help them to extend and deepen their understanding of mathematics.

p.4

Compulsory Childcare Register requirements

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

p.5

Register

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

p.5

Voluntary Childcare Register requirements

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

p.5

Register

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

p.5

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

Children are extremely happy in the care of friendly and passionate staff. They receive a warm greeting on arrival and separate with ease from their families. Staff take time to speak to parents and carers to find out how children are feeling, which helps them to support children throughout their time at the setting. Children show excitement as they go to play with their friends. Children demonstrate a secure understanding of daily routines. For instance, they independently register their attendance by placing their name labels in the appropriate place and hang their coats on their individual pegs. Children form deep attachments with caring and respectful staff. For example, children go to staff when they seek reassurance and receive hugs and cuddles. Children demonstrate that they feel safe and secure within the environment.

p.6

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

Staff use their secure knowledge of children's abilities and needs to organise learning environments that inspire and motivate children to learn. Children are curious and enthusiastic learners, who confidently choose activities that interest them. For example, children enjoy drawing themselves and their family members. They describe different parts of the body using vocabulary, such as 'eyes, hair' and 'nose'. Staff further support children's understanding of the world by taking them on visits within the local community, such as trips to nearby parks and shops. In addition, staff encourage children to reuse materials, such as cardboard boxes, for artwork. This helps children to learn about recycling, sustainability and caring for the environment. Staff praise children's efforts and achievements, and their artwork is displayed in the classroom. This helps to build children's self-confidence and fosters a sense of belonging.

p.6

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

All children access learning experiences that support them to make progress in their learning. Staff have clear and achievable expectations for children. They use eye contact, symbols and sign language to explain what is happening now and what will happen next. For example, children work as a group to tidy up their toys before they have lunch. They listen and follow instructions. Children are kind and considerate towards each other and are well prepared for their next stage of education.

p.6

Next steps

Staff should support children to develop a clear understanding of why certain behaviours are not appropriate. Staff should make better use of everyday experiences and activities to teach and reinforce mathematical concepts, in order to extend and deepen children's learning.

p.6

About this inspection

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

p.6

Address:

Type: Childcare on non-domestic premises

p.7

Address:

Registered person: Quaggy Development Trust

p.7

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

p.7

Facts and figures used on inspection

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

p.7

0 to 4

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.

p.7

Exceptional

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

p.8

Strong standard

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

p.8

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.

p.8

Needs attention

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

p.8

Urgent improvement

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

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

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 . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

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

p.9