|Name||Nursery on the Green|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||03 December 2019|
|Address||65-67 High Street, Colliers Wood, London, SW19 2JF|
|Type||Childcare on Non-Domestic Premises, Full day care|
|Catchment Area Information Available||No|
|Last Distance Offered Information Available||No|
What is it like to attend this early years setting?
The provision requires improvementOverall, children have settled well in the nursery and enjoy attending. They are gaining some basic skills that they need for their next stage of learning. For example, some older children can manage their own clothing and are learning to hold a pencil properly. However, the inconsistencies in staff’s teaching practice do not ensure that all children make the progress that they are capable of. Some staff do not have high expectations for children’s learning. In addition, they do not interact effectively with children to challenge their learning further. As a result, some children in the pre-school room get bored easily during activities and wander around. Moreover, some group-time activities are not organised well enough to sustain children’s engagement. For example, during group-time singing in the toddler room, staff allowed some children to run around, thereby disrupting those who were enjoying the activity. Nonetheless, children in the baby room appear calm and enjoy exploring glitter and paint to stimulate their curiosity. Children whose first language is not English benefit from small group-time sessions to help build on their confidence to speak English and interact with their friends. Generally, children behave well and play nicely with their friends.
What does the early years setting do well and what does it need to do better?
nSelf-evaluation is not robust enough to identify all areas for improvement. Although the provider and manager have addressed the welfare actions that were raised at their last inspection, they have not done enough to raise the quality of education to consistently good levels.nThe manager has recently organised safeguarding training for all staff to ensure they are familiar with child protection procedures. In addition, she has one-to-one discussions with staff to help her identify gaps in their practice and reduce their workload if possible. However, her monitoring systems are not rigorous enough to address weaknesses in all staff’s teaching practice. For example, some staff do not ask effective questions to help keep children engaged in activities.nSome staff do not provide challenging activities across all areas of learning that match the learning and developmental needs of children. They plan for children’s enjoyment rather than extending what children already know and can do. Moreover, they do not allow children to follow their interest and access the climbing equipment in the garden. This limits children’s ability to take age-appropriate risks during physical play and become resilient.nOverall, staff support children to learn what is acceptable and what is not. They explain behaviour rules to the children and encourage them to share and take turns. Furthermore, they teach children to value and respect one another and provide resources and activities that reflect the diversity of children’s backgrounds and experiences. This helps children to learn how to behave andacquire skills for life, such as being tolerant and respecting other people’s cultures and beliefs.nStaff work closely with parents to help provide continuity in children’s care and learning. For example, they speak to parents regularly about children’s care routines and their learning. In addition, they share relevant information, such as any incidents and accidents, to help promote children’s welfare.nStaff working with the babies encourage their communication and language development well. For example, they get to the children’s level and use a lot of single words and repetition to help support the babies’ emerging language.nGenerally, staff provide healthy foods and encourage children to drink plenty of water. In addition, they provide opportunities for daily outdoor play to help support children’s physical well-being.
The arrangements for safeguarding are effective.Staff have developed their knowledge and understanding of the nursery’s safeguarding and child protection policies. They now know and understand the procedure they need to follow if they were concerned about a child’s welfare. In addition, they are aware of their duty to prevent and protect children from situations which may put them at significant risk of harm. Staff carry out rigorous safety checks of the premises to ensure that all areas are safe and secure for children’s use. The provider follows effective recruitment and induction processes to ensure that staff working with children are suitable.
What does the setting need to do to improve?
To meet the requirements of the early years foundation stage, the provider must:Due dateimprove the monitoring of staff’s performance to target support for staff precisely to raise the quality of teaching to consistently good levels03/12/2020provide a well-designed curriculum that takes into account children’s individual interests and stages of development to help them make the progress that they are capable of.03/12/2020To further improve the quality of the early years provision, the provider should:nmake effective use of self-evaluation to precisely target areas for improvement and enhance outcomes for childrennreview and improve the organisation of group-time activities to help minimise disruption to children’s play and learning.