Grosvenor House Day Nursery And Pre-School

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children confidently progress in their learning and development because they are supported by able and attentive staff. Babies take the hands of staff and toddle around the room. They stand and balance independently for a few seconds, reassured by staff's encouraging words and close proximity.

They then progress to pushing along a walking aid without any adult support, smiling with joy and pride as staff celebrate their achievement. Toddlers continue to practise using their developing physical abilities through marching and stomping to favourite nursery rhymes. Staff provide lots of opportunities for children to move their bodi...es and develop their stamina and fitness through play.

Pre-school children relish the opportunity to take on the important roles of mealtime helper and line leader. They proudly show their badges and explain what they need to do to set the table for their friends. Children are confident and articulate as they talk to staff while they create towers and buildings together, having been inspired by a picture of the Shard.

Staff plan fun and interesting activities for children, such as hammering golf tees into pumpkins, helping children to develop their hand muscles in preparation for learning to write.

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

Leaders and managers have responded positively to Ofsted's recent involvement. They have strengthened the management team by appointing a capable deputy manager.

The manager and deputy manager work collectively to drive improvement. The requirements set out in the statutory framework for the early years foundation stage are being met.Staff's well-being is of high importance to the managers.

Staff say they feel happy in their role and enjoy their job. However, the systems for communicating with staff are not yet strong enough so that managers have full oversight of staff's professional development needs. Additionally, managers could do more to assure themselves they know the development needs of individual children, especially those whose gaps in learning are identified by staff.

Staff have completed relevant training to refresh their knowledge and to make sure they understand the setting's policies and procedures. They follow processes to keep children safe and to ensure that children's needs are consistently met. A one-entrance system is used to reduce the risk of children and parents leaving without acknowledgement from staff at collection time.

Staff use a colour-coded system to identify and cater for children with dietary needs or allergies.Staff offer a tailored and flexible routine to prioritise children's care needs. For example, staff alter the time of when some children eat their lunch, when they require an earlier sleep than usual.

Staff know children well. They respond promptly to offer children comfort when they are tired and unsettled, and are able to quickly calm and soothe them.Children have a positive attitude to their learning.

Staff support children effectively so that they remain deeply involved and engaged in their play. Young toddlers spend long periods making potions, developing their hand movements and dexterity as they ladle the liquid between containers. Staff captivate children's interests and hold their attention through providing exciting activities with a clear learning outcome in mind.

Staff support children to learn the skills needed to get along well with others. They play group games with children from a young age, which encourages turn-taking. Staff play alongside children and role model kind behaviours, such as sharing.

They help children to understand that their friends might be sad if they do not share, and after a pause, children offer out the vegetables they are playing with.Generally, parents speak positively about the setting. They like the online app that staff use to share care information and photographs of their children.

However, some parents do not feel adequately informed about the reasons for Ofsted's recent involvement and what has happened as a result. Also, some parents explain they would like more help to understand their children's development.

Safeguarding

The arrangements for safeguarding are effective.

Staff understand their safeguarding responsibilities. They know the procedures to follow if they are concerned about the safety of a child or the conduct of a colleague. Staff keep accurate records to safeguard children, such as a daily register of children's attendance.

Children play in a risk-free and secure environment. Staff regularly check on children when they are sleeping. They adequately supervise children while eating and make sure that dietary needs and allergies are catered for.

The manager routinely checks staff's ongoing suitability. The identification of visitors is verified before they enter the building.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: strengthen communication with staff so that there are regular opportunities to discuss their professional development and for them to share information about the children in their care develop more effective ways to share information with parents about the setting and their children's individual learning and development.