Monkey Puzzle Day Nursery

Monkey Puzzle Day Nursery

Unique reference number (URN): 2803094 Address: Roffey Children & Family Centre, Godwin Way, Horsham, RH13 6SQ Type: Childcare on non-domestic premises Registered with Ofsted: 05/09/2024 Registers: EYR Registered person: BSR Childcare 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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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff understand the importance of developing a positive environment where families are respected and valued. Children's attendance is monitored by leaders, who follow up any non-attendance to ensure children's safety. Children, including those who face barriers to their learning, develop secure bonds with their key person and other familiar staff, which builds trusting relationships. This supports children to develop their social skills and an understanding of themselves and others,. They generally play well together and initiate early friendships.

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Behaviour, attitudes and establishing routines Expected standard

Children benefit from familiar, well-organised routines that meets their needs. Staff working with babies understand the importance of following their unique routines from home. For instance, babies own weaning stages, milk and sleep times are incorporated into the nursery day. This ensures children's physical and emotional needs are met.

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Behaviour, attitudes and establishing routines Expected standard

Staff are positive role models for children and help them resolve any minor conflicts swiftly. Children who need some extra help to understand and regulate their growing emotions, receive sensitive support from attentive staff. Staff give children reminders for high, but appropriate, behavioural expectations. Children are supported to understand how to keep themselves healthy and safe. For example, staff talk to children about why they need to wash their hands before preparing food. They engage children in discussions about how to safely hold and use knives and learn about why this is important. These opportunities enable children to develop life skills.

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Behaviour, attitudes and establishing routines Expected standard

Children develop can-do attitudes, as staff provide encouragement to keep trying even when they find something challenging. For instance, children show high levels of concentration as they carefully cut melon flesh away from its skin. Together, staff and children celebrate their success. This builds children's confidence, perseverance and resilience.

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Children's welfare and wellbeing Expected standard

Staff recognise the importance of promoting children's personal, social and emotional development. They create safe and engaging environments for children to explore and understand the importance of children's wellbeing. Leaders have supported staff to create a well-established key-person system, which promotes positive and safe attachments for children, as well as their families.

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Children's welfare and wellbeing Expected standard

Staff begin to build relationships with children from the moment they start at the nursery, helping them to settle quickly. They find out an array of information about each child, including any individual requirements, interests, and any developmental milestones they are working towards. Staff are caring, warm and attentive to children's individual needs and routines. They adapt these for those who need it, such as babies and those who may face barriers to their learning or wellbeing. Staff are respectful towards children and show genuine care for them.

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Needs attention

Children are supported to lead healthy lifestyles. They receive nutritious home-cooked meals and snacks throughout the nursery day and have plenty of opportunities for physical exercise, as well as rest. Older children enjoy learning about healthy foods and show delight in preparing their own healthy puddings from fresh fruit. As well as educating parents and carers, staff teach children about oral health and screen time. Leaders are looking to embed this further within their curriculum.

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Inclusion Expected standard

Those with lead responsibility for inclusion understand their roles and responsibilities. They are eager to continue to enhance their knowledge through ongoing training, which leaders also recognise and support. Those with overall responsible help provide ongoing guidance to other staff, such as when they identify any gaps in children's development. In addition, they have a secure understanding of various referral processes and work in collaboration with the local authority. As a result, children typically receive the referrals they need to seek specialist support and staff understand the importance of working closely with external professionals.

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Inclusion Expected standard

Children who face barriers to their learning benefit from tailored plans. This guides staff to prioritise areas of learning and focus support where it is needed most. As a result, staff understand how to personalise routines and interactions to reflect each child's individual needs. Generally, this helps these children to make steady progress. Staff work in collaboration with parents and carers to support children at home and the nursery, celebrating children's individual accomplishments together.

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Inclusion Expected standard

Leaders ensure any funding available is sought, reducing barriers for parents. They have systems in place to monitor funds appropriately, ensuring they are spent in the best interests of individual children. Staff help older children recognise that everyone is unique and learns in different ways. This helps children form positive attitudes towards being inclusive.

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Achievement Needs attention

Children's achievement across the nursery is not supported as well as it could be, due to the inconsistencies in teaching they receive. At times, this restricts children's exposure to teachable moments across all areas of learning and does not always support them to build on their existing skills and knowledge. In addition, children do not always have access to activities that are developmentally appropriate. This means on these occasion, groups of children do not benefit from the learning intentions. This does not fully prepare children for their next stage of learning.

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Achievement Needs attention

Children do make progress from their starting points, particularly developing their physical skills, which are generally well sequenced. Children develop confidence, social skills and independence as they learn to do things for themselves. Older children make progress, for instance, they access 'Marvin's Deli', a purposefully designed children's kitchen area, where they learn about healthy foods and participate in food preparation and cooking activities. Children join in with back-and-forth discussions, count how many pieces they have cut their banana into, and enjoy tasting foods, sharing how they feel and taste. Children remain focused and engaged and demonstrate enjoyment at trying new things.

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Curriculum and teaching Needs attention

The quality of teaching children receive is inconsistent. Staff fully include children's interests into planned activities and daily experiences and generally plan appropriate next steps for learning. However, they do not support children to develop the breadth or depth of knowledge they are capable of. For instance, staff do not always recognise teachable moments, which means they do not build on or extend children's existing skills sufficiently. The interactions children receive are often repetitive, asking closed questions, for example, which limit's children's responses. In addition, staff do not always recognise when activities need to be adapted to meet children's individual stages of development. For example, extra- curricular activities that promote children's physical skills are too difficult for younger children. Staff do not recognise this, so they do not adapt activities to be developmentally

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Curriculum and teaching Needs attention

appropriate. The weaknesses in teaching mean that children do not consistently make the progress they are capable of.

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Curriculum and teaching Needs attention

The current leadership team understand that the quality of teaching is variable, and staff require further support to develop their skills and confidence. They are aware that improvements are needed to strengthen consistency in the delivery of the curriculum and the quality of teaching that children receive.

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Curriculum and teaching Needs attention

Children do have opportunities to develop their physical skills. Babies confidently explore age-appropriate physical-play equipment as they develop their core muscles. Older children learn to manoeuvre their whole bodies as they enjoy the outdoor space and fresh air. Children also develop their small muscles. For instance, babies squeeze, poke and manipulate play dough. Older children carefully twist and turn puzzle pieces as they work to achieve a shared goal. These opportunities help to develop children's coordination and dexterity.

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Leadership and governance Needs attention

There has been a change in ownership and significant changes in the leadership team since the last inspection. Together, the current leadership team have a clear action plan in place to bring about the required improvements. However, the current team have not yet had the time they need to action these improvements to see the positive impact desired. As a result, the current weaknesses and inconsistencies in staffs teaching practice and in turn, the delivery of the curriculum, do not support children to make the progress they are capable of. Leaders recognise the journey they are on and are passionate about their roles and are committed to making the necessary improvements.

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Leadership and governance Needs attention

The leadership team have implemented a new supervision schedule for staff. Although in its infancy, the supervision arrangements in place are designed to support staff's practice and enhance their personal effectiveness. Staff report they are positive about the new leadership team, and share that new leaders are approachable and supportive. Alongside the leadership team, staff show enthusiasm to make change and to seek continual improvement. Partnerships with parents and carers have improved since the last inspection, positively impacting children's continuity of care. Staff engage parents through an online platform, promoting a positive two-way flow of information with families. Leaders have introduced a lending library where parents can access a range of books to take home, further supporting children's love of books and promoting the social interactions the sharing of stories brings. Parents report positively on the changes and share they feel well informed.

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

Children enjoy their time at this nursery, demonstrating a positive sense of belonging and security. Generally, they enjoy a range of activities and play experiences that incorporate their interests and support their engagement. However, there are weaknesses in the quality of teaching across the nursery, which hinder the progress children can make. Although leaders have identified this, due to significant changes in the leadership team, they have not taken the necessary, prompt steps to make the improvements required.

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

Since the last inspection, leaders, alongside their staff team, have implemented an effective key-person system. There are arrangements in place in the event their key person is not in attendance, so children always have access to a familiar member of staff who knows them well. Children confidently seek out staff to share play experiences and read stories, as well as seeking comforting cuddles when needed. Children build warm, trusting bonds with their key person as well as other staff. As a result, this helps all children, particularly the youngest and those with special educational needs and/or disabilities, to form positive and trusting bonds with staff. This support's children's overall emotional wellbeing.

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

Leaders recognise the benefits of regular attendance, ensuring children maintain their sense of belonging and build attachments. The youngest children demonstrate confidence as they explore their environment, supported by staff, who are a trusted base of reassurance. Staff are positive role models and teach children how to keep themselves healthy and safe, as well as supporting their growing social skills. Children develop a secure understanding of behavioural expectations, develop their independence and learn how to form early friendships and typically build on their communication skills. Leaders have improved their communication with families, valuing their input and ensuring information sharing is effective.

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Address:

Roffey Children & Family Centre Godwin Way Horsham RH13 6SQ

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Address:

Type: Childcare on non-domestic premises

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Next steps

To meet the requirements of the Early years foundation stage the provider must take the following actions by the assigned date:

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Action Completion Date

support staff to raise the quality of teaching, enhancing the delivery of an ambitious curriculum, to ensure it is effective and fully supports all children to make the progress they are cable of 01/07/2026

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Action Completion Date

support staff to understand and recognise when activities and experiences need to be adapted to match children's individual stages of development. 01/07/2026

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About this inspection

The inspector spoke with leaders, staff, including those with lead responsibility for safeguarding and inclusion, parents, carers and children 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. Registered person: BSR Childcare Nursery Limited

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About this inspection

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

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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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