Building Blocks Day Care Catford

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children settle quickly at this small setting. They arrive happily and express their delight when they find that they will be attending forest school during the morning. There is a high staff ratio.

Consequently, children receive lots of adult attention and develop close bonds with staff. All children benefit from a broad and appropriately structured curriculum. They have access to a wide range of resources, which are attractively displayed to inspire their learning.

Children enjoy reading the books which are available throughout the setting. Older children help staff to find the beginning of their favourite books, and... join in telling the story. Children display a good understanding of mathematical concepts, such as size and shape, as they compare the worms they find during forest school activities.

Bilingual learners are well supported as staff learn simple words in children's home languages to help them to communicate.Children demonstrate a good awareness of road safety. They know the route to the forest school area, and explain to staff how to stop by the kerb and check for cars before crossing the road.

Children are well behaved. Staff create a positive environment, providing children with lots of praise and encouragement. Children show high levels of engagement when involved in outdoor activities.

For example, toddlers explore different textures as they mix mud and water together, while older children develop their physical skills as they practise balancing on logs.

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

Leaders evaluate practice accurately. They have supported staff to use open questions to promote children's learning.

Leaders acknowledge that this needs further development. Staff use many open-ended questions when teaching children. However, they do not always encourage children to speculate and discuss their ideas.

This means they miss valuable opportunities to fully extend children's thinking and learning.Staff assess children's progress accurately and help them to achieve the next steps in their learning. They have a good understanding of child development and know when children need extra support.

Staff work closely with parents and other professionals so that children get the help they need. This means that any gaps in children's learning close quickly.Staff support children's communication well.

They repeat children's language back to them so that they can hear the correct grammar and pronunciation. Children take part enthusiastically in conversations around the lunch table. Staff prompt them to remember past activities.

For example, children discussed how they grew carrots in the nursery garden. They remembered how the carrots grew underground and how the nursery's pet rabbit ate them. This helps to fully embed children's learning.

Staff understand when to offer help and when to stand back and allow children to attempt tasks for themselves. When toddlers attempt to pour their own drinks, staff are on hand to steady the jug, but allow children to lift it and pour the water for themselves. Consequently, children quickly develop their independence skills and display high levels of confidence and perseverance.

Parents value the positive, inclusive environment and say that children learn about people and families who may be different from their own. Parents say that staff have worked hard to maintain effective communication, despite the challenges faced during the COVID-19 pandemic. This has ensured that parents continue to feel well informed about their children's learning and nursery activities.

Staff feel well supported by leaders and managers. Through regular supervision sessions, staff are assisted to improve their practice. They have access to a wide range of training courses which help them to develop their knowledge and skills.

Leaders place outdoor learning at the heart of the curriculum, as many children attending the setting do not have access to outdoor space at home. Children use the large garden daily, and they participate regularly in forest school activities in the local woods. This supports a varied curriculum which meets the needs of local children.

All children benefit from opportunities for outdoor learning, fresh air and exercise.Children demonstrate high levels of concentration and perseverance. They express their satisfaction when they manage to write their names.

Staff are very positive and consistently praise children's efforts. Children respond well to this and, in turn, praise their friends.

Safeguarding

The arrangements for safeguarding are effective.

Leaders implement robust recruitment procedures to ensure that staff are suitable to work with children. Staff have a clear understanding of the types of abuse and signs that a child might be at risk. Staff know their responsibility to report any child protection concerns they may have.

They undertake training regularly, which includes wider safeguarding issues such as the 'Prevent' duty. Leaders organise regular quizzes to ensure that safeguarding remains at the forefront of staff's minds.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nimprove staff's understanding of how to fully develop and extend children's thinking skills.