Monkey Puzzle Day Nursery Battersea

Monkey Puzzle Day Nursery Battersea

Unique reference number (URN): EY560540 Address: 115 Battersea High Street, London, Surrey, SW11 3HS Type: Childcare on non-domestic premises Registered with Ofsted: 30/05/2018 Registers: EYR Registered person: Peter Dixon Limited

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

Achievement Expected standard

Staff support all children to make progress from their starting points. Children with special educational needs and/or disabilities (SEND) benefit from the additional support in place to support them. This helps them to build on their knowledge and skills and prepare them for future learning and their subsequent move to school.

p.2

Achievement Expected standard

All children receive encouragement to be independent and try new things for themselves. For example, children who are not keen to get their hands dirty are encouraged to extend their sensory skills as they play with water, soil, shaving foam and cornflour. They use their hands and a range of tools to increase their small muscle movements and accuracy as they transfer between containers.

p.2

Achievement Expected standard

Children show resilience as they build towers and watch them fall. They are disappointed but show their determination as they start again. Older children write their names and proudly show staff their achievements. Generally children receive encouragement to express their views and talk about the stories they share. Children in toddler room would benefit further from being given time to think and respond to questions to increase their communication skills.

p.2

Behaviour, attitudes and establishing routines Expected standard

Key-person arrangements support children to build positive relationships and develop their emotional security. Staff teach children about different emotions and help them to understand how their behaviour can affect others. They regularly use praise and encouragement and use positive manners. Children receive gentle reminders when needed to help them learn to share and take turns. Staff give additional support to children with special educational needs and/or disabilities (SEND) to help their behaviour and to regulate their feelings when needed. Staff show respect to children during toileting routines and ask babies about changing their nappies.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children know the daily routines well and know what is expected of them. Staff give children reminders about what is happening now and next which helps them to stay focused. Children concentrate well and show a positive attitude to their learning. They enjoy participating in activities with their peers and learn to share resources and take turns. Leaders follow up on all children's absences to check on their wellbeing. This helps to establish important routines for future learning.

p.2

Behaviour, attitudes and establishing routines Expected standard

Routines are in place for mealtimes in all rooms and staff understand their roles. Despite this, when plans change, staff expect babies to wait too long for their dessert. This hinders babies' learning and enjoyment of a social occasion.

p.2

Children's welfare and wellbeing Expected standard

Staff and children develop warm and trusting relationships which supports children's emotional wellbeing. Children generally receive cuddles when needed and staff offer them reassurance. Staff know children well and are attentive to their changing needs. They recognise when children are hungry, tired or need some extra support. Staff communicate well with parents and carers verbally and through the nursery online system. This helps parents to keep up to date and share any information to support their child's wellbeing.

p.3

Children's welfare and wellbeing Expected standard

Children typically follow established hygiene practices and demonstrate their independence as they wash their hands using soap before mealtimes. Staff have completed training on safer eating and sleeping. This has strengthened their understanding for the safety of all children. Staff sit with children during snack and mealtimes and ensure all children are supervised while eating. Food is prepared appropriately to children's ages and stages of development to avoid any potential choking hazards. Children are provided with nutritional meals and learn about the importance of including fruit and vegetables in their diets. Overall, staff promote physical exercise and activities, such as yoga and dance. This helps children to strengthen their bodies and support their physical and mental wellbeing. Staff check on children and monitor them while sleeping to support their safety.

p.3

Curriculum and teaching Expected standard

Leaders and staff have improved the quality and delivery of the curriculum for all children, including those with special educational needs and/or disabilities (SEND), since the last inspection. Staff understand what they want children to know and learn. They sequence the curriculum to build on children's previous knowledge and skills. Staff observe children as they play and track their progress to ensure they are prepared for their future learning.

p.3

Curriculum and teaching Expected standard

Staff teach mathematics across the curriculum appropriate to children's ages and stages of development. Babies enjoy number rhymes and counting as they share stories. Older children extend their number skills. They learn about weights, shapes and measure during activities, such as water play, role play and planting vegetables. Children use tools and resources to extend their fine motor skills. They explore a range of celebrations to promote different religions, languages and cultures. This supports children to develop an understanding of others and what makes them unique. Children develop their physical skills and extend their balance and coordination.

p.3

Curriculum and teaching Expected standard

Overall, staff promote children's communication and language well. They spark conversations, provide commentary, introduce new words, share stories and sing with children. Staff ask questions but do not consistently give children in toddler room time to think and answer to help extend their vocabulary further. They do not consistently initiate back-and-forth interactions with the younger babies to encourage babbling and initial sounds to support their early language development.

p.3

Inclusion Expected standard

Recent changes at the nursery have ensured that a culture of inclusion is being embedded across the curriculum. Staff have completed training to develop their knowledge and skills in supporting children with special educational needs and/or disabilities (SEND) and those who may face barriers to their learning. Staff are completing progress checks for all children between the ages of 2 and 3 years. They work with leaders to identify children who need additional help to enable them to catch up with any gaps in their learning. Staff now complete referrals in a timely manner to gain additional support from other professionals. They plan children's next steps and complete individual educational plans, and share these with parents and carers.

p.3

Inclusion Expected standard

Staff have high expectations for all children. They typically tailor their teaching and activities to ensure all children benefit and continue to learn. Children with SEND and those who need additional support with their communication and language work in small groups with staff to extend their vocabulary, pronunciation and social interaction. This generally helps children to develop their skills and become more confident in communicating with others. Staff use additional funding to purchase resources to aid learning for children with SEND and have a positive impact on their progress.

p.4

Leadership and governance Expected standard

Leaders have reflected on the practice at the nursery and made significant changes since the last inspection. They have addressed the previous actions and given safeguarding a priority. All staff have completed training and fully understand their roles and responsibilities to safeguard children. Policies and procedures are in place. All staff know what they need to do if they have any concerns about a child's welfare. Leaders ensure staff are deployed effectively to maintain ratios. They ensure children are supervised by qualified staff and those who hold a paediatric first-aid qualification.

p.4

Leadership and governance Expected standard

Leaders ensure safer recruitment procedures are adhered to. All new members of staff complete an induction and ongoing supervision sessions. Staff can share any concerns and discuss any areas for continued professional development. Leaders have improved partnership working with parents and carers and other professionals. Parents state they are happy with the service provided. They comment staff keep them updated on their children's next steps and ideas to continue learning at home.

p.4

Leadership and governance Expected standard

Leaders support staff wellbeing and put plans in place for non-contact time with children to help staff manage their workloads. However, this is currently not working effectively in the baby room. Staff state they need more help to manage their workloads, to support them with the additional babies to fully meet all their needs.

p.4

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

Children arrive happy to attend this welcoming nursery. They are greeted by friendly staff and settle quickly into their rooms to start the day. An effective key-person system is in place. This helps children to build deep attachments and feel safe and secure. Staff encourage parents and carers to share any updates with them. This enables staff to fully support children's wellbeing.

p.5

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

Staff have high expectations for all children, including those with special educational needs and/or disabilities. They plan a curriculum to meet all children's needs. Children receive encouragement to become independent. They demonstrate their skills as they take off their coats, feed themselves and attend to their toileting needs. Babies respond well to being encouraged to take steps as they learn to walk, shake musical instruments and turn pages in books.

p.5

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

Children receive support to engage in a wide range of activities. They use resources to support their learning across the curriculum areas. For example, older children learn about the importance of oral health and limiting sugar in their diets. They talk with staff about visits to the dentist and practise cleaning models of teeth. Younger children develop their fine motor skills as they pour water between containers and use tools to dig in the sand. Babies feel different textures in sensory play activities and extend their physical skills as they use the steps and slide. Older children balance on blocks and work together to use the rockers. This supports children to develop their balance and coordination.

p.5

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

Children develop a love for books and early reading. They independently choose books to share with staff and enjoy taking books home. Staff adapt their teaching to children's ages and stages as they talk about the pictures with babies. They encourage toddlers to join in with repetitive text and ask older children questions to extend their thinking skills.

p.5

Next steps

Leaders should support staff to strengthen children's communication and language, in particularly toddlers and babies, by giving them time to answer questions and promoting back-and-forth interactions. Leaders should ensure routines are managed effectively to ensure babies continue to learn and enjoy social occasions at mealtimes. Leaders should provide additional support to enable staff in the baby room to manage their workloads effectively.

p.5

About this inspection

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

p.5

Address:

115 Battersea High Street London Surrey SW11 3HS

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

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

p.6

Facts and figures used on inspection

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

p.6

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.6

Exceptional

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

p.7

Strong standard

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

p.7

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.7

Needs attention

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

p.7

Urgent improvement

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

p.7

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.7

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.7

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.7

Urgent improvement

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

p.8