Witty Kiddies Sydenham

Witty Kiddies Sydenham

Unique reference number (URN): EY535903 Address: Sydenham Lawn Tennis Club, Lawrie Park Road, London, SE26 6ET Type: Childcare on non-domestic premises Registered with Ofsted: 08/07/2016 Registers: EYR, CCR Registered person: Witty Kiddies Nurseries Ltd

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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 Expected standard

Children demonstrate they are starting to become confident communicators. They engage in conversations with adults and talk about things they are doing. For example, children tell staff what they are making with the dough and predict what is happening next and why in the story. Children enjoy drawing and writing some initial letters in their names. They show staff and enjoy receiving praise which boosts their confidence and helps them to feel proud of their achievements.

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Achievement Expected standard

All children show a positive attitude to their learning and increasing levels of concentration. They are happy to try new things and develop their skills as they use brushes to mix paint and count forwards and backwards. Staff encourage all children to sing together and learn new songs. They take turns to contribute during circle time and share how they are feeling. This increases their understanding of emotions. Children are encouraged to express their views which helps them to build their confidence.

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Behaviour, attitudes and establishing routines Expected standard

Staff have been working on making improvements to the daily routines for all children. Recent changes have given preschool children and toddlers more time with their peers of the same age. This has provided a calmer environment and ensured all children are supported during activities and routines.

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Behaviour, attitudes and establishing routines Expected standard

Staff use a range of visual cues which support children including those with special educational needs and/or disabilities (SEND) to know what is happening now and next. Children are given warnings before changes happen. They listen well and follow instructions. Children respond to staff requests, behave well and use good manners. Children help staff with tasks like tidying away their toys and putting on aprons when needed.

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Behaviour, attitudes and establishing routines Expected standard

Children have established strong attachments with their key person and receive cuddles and reassurance when needed. This supports children to build their confidence and independence.

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Behaviour, attitudes and establishing routines Expected standard

Staff provide gentle reminders when needed. They speak to children at their height in a calm and supportive manner. Children are encouraged to talk about their feelings and develop an understanding of others. Children are praised for sharing resources and taking turns with their peers. Leaders monitor children's attendance and follow up on any absences to support children's wellbeing and help families to develop positive routines for children's early education.

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Children's welfare and wellbeing Expected standard

Since the last inspection leaders have ensured that the key person system is more robust and parents are notified if any changes are made. Staff understand their roles and responsibilities to support all children to build strong attachments and to meet their care needs effectively. Staff support children to develop positive hygiene routines, regularly washing their hands and attending to their toileting needs.

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Children's welfare and wellbeing Expected standard

Children are taught to become more independent throughout their time at nursery. They practise their skills as they serve themselves snacks and meals and pour drinks of water. Children feed themselves and scrape their plates when they have finished. Staff teach children about the importance of exercise, healthy eating and cleaning their teeth. They ensure mealtimes are a social occasion and talk with children about trying new foods and including fruit and vegetables on a daily basis. Staff are fully aware of the need to supervise children during mealtimes and limit any potential hazards of choking. They have completed training on safer sleeping and monitor children who need to sleep or rest during the day.

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Children's welfare and wellbeing Expected standard

Staff are caring and positive in their interactions with children. They are attentive to their changing needs and building partnerships with parents to gain a greater understanding of children's lives at home in order to fully support their wellbeing.

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Curriculum and teaching Expected standard

Leaders and staff have addressed weaknesses in practice and have improved the effectiveness of the curriculum for all children. Staff plan together and ensure that they understand what they want children to know and learn. Focus activities give children time to practice their next steps in learning and staff differentiate to ensure all children including those with special educational needs (SEND) and/or barriers to their learning can make good progress from their starting points.

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Curriculum and teaching Expected standard

Staff prioritise children's communication and language development. They engage children in conversations, introduce new vocabulary, share stories and sing together. Overall staff support children to increase their language and speak in full sentences well. On occasions, staff do not always encourage children to think for themselves before giving them the answers to questions. This does not help staff to fully understand what children already know.

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Curriculum and teaching Expected standard

Children develop their social skills as they play games in the garden with their peers, racing on scooters and with the water. Staff teach children about safety as they develop their physical skills and become more confident with their balance and coordination. Children increase their fine motor skills as they pour water between containers and squeeze wet sponges. Staff introduce mathematical concepts as children count and learn about weights as they test objects to check if they float or sink.

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Inclusion Expected standard

All staff have improved their knowledge and understanding of supporting children with special educational needs and/or disabilities (SEND) and those with barriers to their learning through recent training and working with the local authority. Staff now ensure that progress checks are completed for all children between the ages of two and three years. This supports them to identify any gaps in learning, discuss any concerns and ensure that all children receive the help and support they need to make the best possible progress. Staff share progress checks with parents and work in partnerships with other professionals.

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Inclusion Expected standard

Leaders now ensure that all children's progress is reviewed and children's changing needs are fully supported. This ensures any gaps are identified at the earliest stage so they can catch up with their peers and be prepared for their next stage of learning. Staff ensure they fully support children who speak English as an additional language and tailor the curriculum accordingly. They have introduced more visual cues to support children's understanding.

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Inclusion Expected standard

Leaders use additional funding to purchase resources to enhance individual children's needs and support their learning and development. Staff provide some 1:1 sessions and small group activities which support children with (SEND) and those with barriers to their learning to build on their language skills, concentration and social skills.

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Leadership and governance Expected standard

Significant changes have been implemented since the last inspection. Leaders have been working with the local authority to ensure all the areas for development have been addressed and improvements have been made. Leaders have a clearer understanding of their strengths and the impact the changes are making towards providing high quality care and education for all children. For example, progress checks are now being completed which ensures any gaps in children's learning are swiftly identified and support is put in place to help children make the best possible progress.

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Leadership and governance Expected standard

Partnership with parents has been strengthened and more information is being shared. Staff identify children's next steps and add this information to the nursery's online system. Despite this, staff do not check that all parents have received these or further discuss ideas to support parents to continue their children's learning at home.

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Leadership and governance Expected standard

Leaders provide regular supervision and monitoring staff practice. This ensures they identify areas for further training to increase staff's knowledge and skills. Systems are now in place to ensure children with special educational needs and/or disabilities (SEND) are supported effectively. This includes partnership working with other professionals and links with local schools to support transitions. Leaders are supportive of staff wellbeing and ensuring they manage their workloads effectively.

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

Children arrive happy to attend nursery and receive a warm and friendly welcome. They know the routine well and demonstrate their self-help skills as they take off their shoes and hang up their coats. Staff speak with parents and share information which helps them to support children's wellbeing throughout the day. Children make strong attachments with their key person which helps them to settle and feel safe and secure.

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

Children access a wide range of resources which spark their interest and promotes their learning across the curriculum areas. Staff engage as children play and build on their knowledge and skills. For example, children enjoy using their imaginations and dressing up in different costumes. Staff interact and talk about different animals and roles which increases children's vocabulary. Children develop their social skills as they work with their peers and add different ingredients together to make play dough. They take turns and share tools as they knead the dough and make a variety of objects. Older children add detailed features to faces and name different body parts. Younger children use their hands and cutters to make shapes and count which extends their fine motor skills and understanding of mathematics.

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

Children enjoy singing and sharing stories. Staff encourage children to make predictions and recap on their previous learning. This helps children to remember and share their knowledge. Children practise their skills as they use tools to develop their small muscle movements. They enjoy drawing, painting, threading laces, building with bricks, using tweezers to pick up objects, cut dough with knives and demonstrate their skills. Staff have high expectations for all children. They give demonstrations and provide commentary and

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Address:

Sydenham Lawn Tennis Club Lawrie Park Road London SE26 6ET

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Witty Kiddies Nurseries Ltd praise which supports children to have a go for themselves, achieve new skills and make steady progress. This prepares children for future learning and subsequent moves to school.

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Next steps

Leaders should strengthen staff practice to ensure all children are given time to think and respond to questions to support staff to understand what children already know and understand. Leaders should further strengthen partnerships with parents to ensure all parents know their children's next steps for learning and receive ideas to help them to continue learning at home.

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About this inspection

The inspector spoke with leaders, practitioners, 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. Register(s): EYR, CCR

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About this inspection

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

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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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