Anerley Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children happily arrive at the nursery and separate from their families with ease. They quickly settle into the routine of the day and become engrossed in their play. Children develop very good relationships with staff.

They feel safe and secure in the highly stimulating learning environment. Children display high levels of self-esteem and excitedly make independent choices in their play. Babies move around competently in the well-organised learning areas, exploring toys and building on their curiosity.

Two-year-old children enjoy filling and emptying containers while playing with sand. Children become immersed in thei...r play and are motivated learners. For instance, older children maintain high levels of engagement and enjoyment while discussing jungle animals.

Children speculate ideas and work out how to rescue the dinosaurs from their pretend jungle.Children are active learners and benefit from a well-designed curriculum to support their physical development. The routine and structure of the day enables children to spend a significant amount of time outdoors to explore, investigate and learn through play.

Older children enjoy jumping in and out of tyres and taking large steps across the balancing beams in the garden. Babies and two-year-old children use their acquired knowledge well to navigate obstacle courses. All children, including those who receive additional funding, make secure progress across all areas of learning.

Children are confident, sociable and behave well for their age.

What does the early years setting do well and what does it need to do better?

Leaders of the nursery are reflective in the ongoing evaluation of the setting. They have a clear vision and a strong desire to improve.

Leaders set high expectations for all children's learning and develop a broad curriculum that challenges and meets children's individual needs. They utilise additional funding well to improve outcomes for children from disadvantaged backgrounds. Children of all ages benefit from meaningful learning across all areas of the curriculum.

Children display good levels of emotional development. Staff give clear rules and expectations for behaviour and encourage children to share and take turns. They use a well-tailored approach to help children who find it difficult to manage their emotions in some challenging situations.

This helps children to understand what is expected of them and begin to learn how to manage their feelings. In addition, staff form positive relationships with children and offer lots of praise to boost children's self-esteem.Children develop a love of books as they listen to familiar stories.

Staff read with enthusiasm, allowing children to join in with words and phrases. Staff use puppets alongside reading and singing activities for great enjoyment. Two-year-old children can memorise their favourite nursery rhymes, such as 'Incy wincy spider' and 'The wheels on the bus', and sing with confidence and great enthusiasm.

Overall, staff understand the way children learn. They benefit from good training opportunities to develop and improve their practice. For instance, staff have recently attended curriculum training to further improve the ways in which they plan for children's learning.

Staff are animated and confident in how they engage with children. They generate a fun atmosphere, which enables children to enjoy their learning. However, very occasionally, this means that staff talk to children too much and introduce too many new ideas at the same time.

Sometimes, children do not have sufficient time to process new information and respond to staff. At times, staff do not manage changes in the daily routine as effectively as possible to successfully meet children's learning needs, particularly in the pre-school room.Children learn to appreciate diversity and accept people who are different from themselves.

Leaders and staff provide an inclusive curriculum, which prepares children well for life in modern Britain. Staff teach children to learn about race and ethnicity through engaging role-play activities and meaningful discussions. Children become enthralled while looking at the different skin colour dolls and comparing hair textures.

Partnership with parents is strong. Staff use the online system and face-to-face communication well to keep parents informed about children's care and learning. In addition, leaders consult and act on the views of parents when making major changes in the nursery to help drive improvements.

Parents are kept up to date with staff changes and safeguarding arrangements. Parents report that they are happy and satisfied with the service they receive.

Safeguarding

The arrangements for safeguarding are effective.

Leaders of the setting and staff have a suitable understanding of the nursery's safeguarding policy and implement this effectively. They can easily identify when there is a concern about a child's welfare and know what action to take to safeguard them. The staff are aware of their duty to prevent children from exposure to situations that may put them at significant risk of harm.

They carry out rigorous risk assessments of the learning environment to remove any potential risks to help keep children safe. The management team ensures that staffing arrangements are effective to meet children's needs and keep them safe.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nensure leaders help staff to improve their teaching to the highest level so that all activities consistently support the youngest children's communication and language development nensure that changes in the daily routine are organised well so that children's learning is not interrupted and children remain highly engaged in all activities.