Fennies Wimbledon

Fennies Wimbledon

Unique reference number (URN): EY560693 Address: 17 Elm Grove, Wimbledon, London, Surrey, SW19 4HE Type: Childcare on non-domestic premises Registered with Ofsted: 20/06/2018 Registers: EYR Registered person: Fennies Day 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

All children, including those who have special educational needs and/or disabilities or face barriers to their learning, fully engage in adult-led activities and free play. They flourish as they develop their active learning skills as they are keen to explore and try new things. Babies and younger children freely explore, developing their physical skills while cruising around furniture and using low-level climbing equipment. They enjoy reaching and catching bubbles and snuggle in to look at books with staff. Toddlers extend their vocabulary during group story times when naming the animals they see in the book. They learn new words such as 'light', 'dark' and 'shadows' when using torches and their fingers to make shadows on the wall. They enjoy the praise given by staff for their efforts and achievements.

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Achievement Strong standard

All children enjoy an exciting range of activities and outings that successfully develop their skills across all areas of learning. Regular outings in the local community and trips to museums help children to consolidate their learning and develop their understanding of the world. Older children develop their free creative expression while using a range of materials to make things. They draw pictures and make good attempts to write their names, showing secure early writing skills. Children consistently develop skills across all areas of learning, ensuring they are well prepared for the next stage in their learning.

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Behaviour, attitudes and establishing routines Strong standard

Staff encourage children's regular attendance and share information with parents to support children's routines at home. Children behave extremely well and have good relationships with staff and each other. Staff skilfully support all children, including those who have special educational needs and/or disabilities or face barriers to their learning, to actively learn about sharing and taking turns during play. As a result, children show consideration for others, and any disruptions to their play are minimised. Staff are good role models and embed well- planned daily routines and consistent ways of working, which promotes children's positive behaviour. Staff help children to express their feelings and emotions and develop the skills to regulate their behaviour.

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Behaviour, attitudes and establishing routines Strong standard

Staff consistently promote inclusion, ensuring that all children can participate in activities, enhancing children's positive behaviour towards others. They encourage children to follow their own interests and make choices during play. For example, older children develop their creative skills while using junk boxes and a range of creative materials. They show high levels of concentration when making their own models, actively sharing resources and showing pride in their achievements as they talk to each other about what they have made. Babies show confidence as they explore climbing equipment and clap with staff to celebrate their achievement of independently using the slide.

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Children's welfare and wellbeing Strong standard

The securely embedded key-person system enables all children, including those who have special educational needs and/or disabilities or face barriers to their learning, to build strong bonds with staff. This promotes children's sense of belonging and enables staff to monitor and promote all children's wellbeing effectively. Staff work closely with parents, consider their views and make insightful adaptations to promote children's wellbeing. Children have abundant opportunities to gain physical exercise during outside play in all weather. They show pride when they put on their coats and hats independently and enjoy praise given by staff.

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Children's welfare and wellbeing Strong standard

Children follow well-established daily routines exceptionally well. They benefit from sociable mealtimes and adopt healthy eating habits. They take turns to choose the foods and amount they want to eat. Older children help to clear away after mealtimes and use the bathroom independently. Babies feed themselves and then keenly wipe their face and hands. Mealtimes are relaxed, enabling children to eat at their own pace. These embedded routines fully promote children's self-care and physical health. In addition, staff work closely with parents to support children's toilet training and sleep routines. Staff ensure that children's dietary needs are known and respected. Children learn about a variety of foods during cooking activities. They write shopping lists, go to the local shops and make foods such as pizza or pumpkin soup that they then eat for their tea.

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Curriculum and teaching Strong standard

Staff have significantly improved the quality of the curriculum and teaching. As a result, all children, including those who have special educational needs and/or disabilities or who face barriers to their learning, make impressive progress from their starting points. Consistent practice across all group rooms enables staff to monitor children's progress effectively and plan activities that successfully promote children's individual learning needs. The key-person system is embedded in staff's practice, and children's transitions between group rooms are well planned, minimising any disruption to children's learning.

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Curriculum and teaching Strong standard

Staff in all group rooms fully enhance children's communication and language skills. They consistently engage children in meaningful conversations during play and everyday routines. They use props and key words in children's home languages and in English to aid children's communication. Staff sing songs and plan well-sequenced group story times. For example, when staff read a familiar story, all children have a prop or story picture. This supports children's engagement and enjoyment of the story as they anticipate their turn to hold up their prop and enhances their personal, social and emotional skills effectively. Staff expertly extend their learning further by encouraging children to copy movements that help them to understand early mathematical concepts such as prepositions and size. Staff seize opportunities to extend children's learning further. For example, when children line up to go outside, staff encourage children to count the children in the line and add one more, helping

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Curriculum and teaching Strong standard

them to understand addition through real-life experiences.

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Inclusion Strong standard

Children who have special educational needs and/or disabilities (SEND) and those who have other barriers to their learning are supported extremely well. As a result, they make secure and sustained progress from their starting points. Staff know the children well and make ongoing adaptations to promote children's inclusion. Staff complete training and implement clear strategies and targeted individual support that promotes children's learning extremely effectively. For example, children keenly participate in specific activities aimed at helping them extend their attention. They benefit from close staff support, which enables them to successfully join in group activities and daily routines alongside their friends.

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Inclusion Strong standard

Trained and skilled staff, including the setting's special educational needs coordinator, work very effectively with parents to promote the early identification of children with SEND. They promptly initiate the assessment process and work with professionals and other agencies. This ensures that children receive the support they need. Staff also support children and parents when children make the transition on to school. Leaders track the use of any additional funding. For example, they obtain additional resources and ensure higher staff ratios for specific activities and outings. This enables children with SEND to make the best progress while promoting inclusion in all learning experiences.

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Leadership and governance Strong standard

Leaders have empowered the new managers and staff to make significant progress since the last inspection. Strategic planning and oversight have ensured that areas for improvement are targeted and monitored. Staff's continuous professional development through regular training and mentoring enables them to improve their knowledge and skills and embed their roles and responsibilities effectively. Consequently, the quality of teaching and care routines have significantly improved. Staff understand the procedure to follow if they have any concerns about children's welfare. They work closely with parents to ensure that children's individual needs are met.

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Leadership and governance Strong standard

All staff work cooperatively together, promoting consistency of care and learning opportunities for all children. Highly effective systems are in place to ensure that all children, including those who have special educational needs and/or disabilities or face barriers to their learning, thrive and make the progress they are capable of. Their transitions to the next stage of their education are planned effectively, ensuring children are well prepared for this change. Staff seek training opportunities and relevant funding so that they can adapt to the changing needs of the children attending and provide the highly effective support and care for them to thrive.

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

The setting has made significant progress since the last inspection. With new managers and many new staff in place, the team has quickly bonded and worked cooperatively to make improvements. It has successfully met all actions and recommendations set at the last

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Inspector:

inspection and quickly embedded consistent ways of working. As a result, children benefit from a well-organised and welcoming learning environment. Staff have improved their supervision of children through careful consideration of changes to the layout of the group rooms. In addition, staff training and consistent practice have led to significantly fewer accidents or incidents occurring.

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Inspector:

All children, including those who have special educational needs and/or disabilities (SEND) or face other barriers to their learning, make strong, steady progress from their starting points. Changes to the curriculum planning ensure that staff know children's individual learning needs and interests. They use this information to plan a broad range of activities and outings that fully enhance children's learning experiences across all areas of learning. Children are purposefully engaged in play. They develop impressive independent learning skills while selecting toys and following their own interests during play. Staff work with parents to encourage children's regular attendance and offer effective support to help to promote children's personal self-care skills, such as toilet training. This accumulation of skills ensures that children thrive and are well prepared for the next stage in their education.

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Inspector:

Children are happy and settled, showing close relationships with staff and each other. Daily routines are fully embedded across the setting. The highly effective support staff provide enables children's transitions between activities and daily routines to flow seamlessly. This creates a nurturing and inclusive environment for all children, including those who have SEND or face barriers to their learning.

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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 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, practitioners, the special educational needs coordinator 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. Jo Geoghegan

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Address:

17 Elm Grove Wimbledon London Surrey SW19 4HE

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Fennies Day Nurseries Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 18:00

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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. 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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