King David Nursery/Pre-School (Elm Road)

King David Nursery/Pre-School (Elm Road)

Unique reference number (URN): EY475593 Address: Slade Green Christian Fellowship Church, Elm Road, ERITH, Kent, DA8 2NW Type: Childcare on non-domestic premises Registered with Ofsted: 24/02/2014 Registers: EYR Registered person: King David 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 Expected standard

Children typically build age- and stage-appropriate knowledge across all areas of development. Children who have barriers to learning are gradually becoming confident communicators. They follow instructions and recognise different parts of the nursery routine. Children line up to wash their hands before meals and help at tidy-up time. All children recognise their name as they self-register on arrival and make independent choices about what they would like to play. Children enjoy playing together. They invite each other to share experiences and work together to achieve shared goals. Children learn to take turns and listen during group activities. They demonstrate early mathematics skills. For instance, they recognise different shapes, such as diamonds, pentagons and rectangles, and count the bricks in their towers. All children sing along to well-known songs and rhymes, and enthusiastically join in with the movements. They show resilience in tricky tasks, such as

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Achievement Expected standard

cutting with scissors or putting the lid back on their lunch box. Generally, children with special educational needs and/or disabilities make steady progress.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff have established a positive environment where children are well supported to understand behaviour expectations. Staff remind children of golden rules, such as 'kind hands'. Children are well supported to collaborate and get along with each other. Children are praised for their positive behaviours. For instance, they are given 'high fives', stickers and consistent verbal praise. This supports children to develop positive self-esteem and confidence. Staff have warm and responsive relationships with children. They ensure they are at the child's level physically, sitting on the floor, maintaining eye contact and offering unhurried, meaningful interactions. Typically, children engage purposefully in their learning and demonstrate increasing levels of confidence and motivation.

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Behaviour, attitudes and establishing routines Expected standard

Leaders share the importance of attendance and punctuality with parents so that all children benefit from the nursery routine to prepare them for their next steps. Routines are well established, and this contributes to a calm environment. Children with special educational needs and or/disabilities or other barriers to learning are supported to take part in daily routines. Staff use objects as visuals to support inclusive communication and use key words to support understanding. Staff also use sand timers to help those with barriers to learning understand the importance of waiting their turn.

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Children's welfare and wellbeing Expected standard

Typically, children are supported to develop healthy habits. Staff remind children to drink lots of water to keep hydrated when it is hot. They promote the importance of healthy foods throughout the day and support children to be physically active. For example, they encourage all children to join in with dance and movement together. Leaders ensure that all children have daily access to outdoors. This means children develop spatial awareness and balance and enjoy fresh air. In the garden, children pick daisies and kindly present them to staff and visitors. This shows children are demonstrating care, thoughtfulness and growing empathy.

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Children's welfare and wellbeing Expected standard

Leaders and staff know the children and their families well. Care practices are effective in meeting children's individual needs. Hygiene routines, such as toileting and handwashing, are well established. Intimate care is handled sensitively, and staff seek consent and keep children well informed of what is happening. However, children are not consistently supported to learn self-care skills. For instance, staff clean children's noses before allowing children to attempt this independently. Relationships between children and staff are extremely respectful and gentle. Children trust adults, and those who are shy or more reserved than others are sensitively supported to take part. Staff encourage children to listen to each other respectfully and celebrate each other's differences.

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Curriculum and teaching Expected standard

Generally, staff and leaders have a clear understanding of the curriculum. Staff organise the environment so that children are motivated to learn. They provide a range of activities that interest children and contribute to the development of their skills across all areas of learning. Children have lots of opportunities to follow their interests and choose their play. Staff adapt activities and offer one-to-one support to ensure that children with special educational needs and or/disabilities are included. Staff know the children well and tailor their teaching to individual children's starting points, needs and stages of development. This ensures all children make steady progress.

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Curriculum and teaching Expected standard

Staff share books linked to curriculum topics at group times. Staff support children to share their ideas, and value their contributions. For instance, at carpet time, staff ask all children what job they would like to do when they grow up. This means children develop confidence in their speaking and listening skills. Staff encourage children to develop their small hand muscles successfully. For example, they help children learn to use scissors effectively, ready for when they go to school. Staff skilfully support children to learn to count. They are positive role models and support children to develop social skills. For example, staff aid play in the role-play area as children pretend to be chefs cooking meals for their friends who are customers. On occasion, there are some inconsistencies in staff teaching across the nursery. For example, at times staff do not identify or seize opportunities to extend children's

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Curriculum and teaching Expected standard

learning. Leaders understand these inconsistencies and are beginning to address them through professional development and further coaching opportunities for staff.

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Inclusion Expected standard

Leaders are committed to ensuring an inclusive and welcoming setting. Leaders and staff have established appropriate systems to identify children who face barriers to their learning and development, and understand their individual needs. Staff typically gather information from parents and carers. They use assessments and ongoing observations to plan support, and secure additional help where required. Staff keep parents involved in their children's learning and development. They share progress, and signpost families to further support and guidance that are available. Leaders recognise that strengthening their outreach services would further support the families of children with special educational needs and or/disabilities. They have an action plan for how this could further bridge the gap for parents navigating care services and understanding their children's additional needs.

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Inclusion Expected standard

Leaders use funding to enrich children's individual experiences, including outings to broaden children's understanding of the world, such as a recent trip to the aquarium. Staff reduce barriers to children's communication and language by using transitional objects to support children to recognise different parts of the daily routines. Leaders and staff work in partnership with external professionals, such as speech and language therapists, to ensure they make effective reasonable adjustments so all children can take part in the nursery day.

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Leadership and governance Expected standard

Since the last visit, leaders have taken steps to ensure that key persons are confident in their roles and responsibilities. Staff know the children well and are supported to plan effectively for their key children's next stage of development. Staff share that they feel well supported with their workload and wellbeing. Leaders ensure that all mandatory training is up to date. Leaders have a robust recruitment procedure and ensure that staff have ongoing suitability and professional development opportunities. Leaders understand the setting's strengths and have identified actions to strengthen the provision to ensure that all staff continue to develop their confidence in high-quality interactions to extend children's learning and development. Typically, leaders work promptly to help staff develop their skills. They lead training days and ensure the staff have effective safeguarding knowledge and practice.

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Leadership and governance Expected standard

Leaders and staff have established positive parent partnerships, where parents are kept up to date with their children's progress through updates on the app, daily verbal feedback and parents' mornings. Parents share that they appreciate the unwavering support they have received and feel that leaders and staff genuinely care. Leaders recognise that there is scope to strengthen the support they offer parents and carers of children with special educational needs and/or disabilities, and have an action plan. Leaders ensure that they make decisions that support children to overcome barriers to learning. They have oversight of the local community's needs and take action to offer all children, including those from disadvantaged backgrounds, opportunities to take part in a variety of rich learning experiences.

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

Overall, staff support children's individual needs well. Staff interactions are consistently warm and responsive. This helps children to feel safe and secure and have a sense of belonging in this caring and predictable environment. Children respond positively to the nursery's clear routines and expectations, helping them feel safe, and become increasingly independent. Children demonstrate a willingness to learn. For instance, during carpet time, staff share out different cards with shapes on, and children excitedly anticipate their shape getting called out. When children recognise that they have the pentagon and repeat back to the group that it has 5 sides, all the children and staff cheer. Children are active learners. Children confidently navigate the resources in the environment and sustain focus and engagement in their play. For example, children create an imaginary game together of taking their dollies on a walk, and proudly push their pushchairs backwards and forwards

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

Typically, staff actively listen to children and build on their learning and development through conversations. For example, staff sit with children during lunchtime and discuss which supermarket they might like to work at one day and why. Children behave well. There are clear expectations, and children receive praise for their positive behaviours. Children get along well with each other and learn how to share equipment. They patiently wait for their turn with toys and resources and actively show their developing self-control. These skills help to prepare children well for future learning.

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

Leaders arrange opportunities in the community that support children to have a wider understanding of the world. They recently organised visits from the local fire brigade and police. Children also share that they enjoyed the trip to the aquarium and talk about what they saw there. Parents and carers value the care and support their children receive. They speak positively about their experiences of the nursery. Leaders promote the importance of regular attendance to ensure children benefit from routine and consistency that prepare them for their next steps.

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Next steps

Leaders should further develop the ways they collaborate with parents and carers to improve outcomes for children with special educational needs and/or disabilities. Leaders should continue to support staff to strengthen teaching practice so that interactions are consistently high quality and fully promote opportunities for learning. Leaders should provide opportunities for children to learn and practise self-care skills that will have a positive impact on their future health.

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About this inspection

The inspector spoke with leaders, staff, the special educational needs coordinator, parents and 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

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Address:

Slade Green Christian Fellowship Church Elm Road ERITH Kent DA8 2NW

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: King David Nurseries Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 14:30

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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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2 to 4

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.

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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

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

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