Hungry Caterpillar Day Nurseries - Acton Park

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Staff are kind, friendly and welcoming. This helps children to separate easily from their parents. Staff offer children cuddles and reassurance as they guide them to the activities on offer.

Children form warm and positive bonds with staff and their peers. They are confident to approach new people and visitors. For example, older children show them toys and ask questions, which shows they feel secure.

Leaders design a broad and well-sequenced curriculum and have clear intentions for children's learning. They aim to prepare children for the next stage in their learning. For younger children, staff implement this effectivel...y.

However, for older children, staff do not always consider what children need to learn next when delivering activities. This means that not all children make the progress of which they are capable.Staff do not always fully consider how the organisation of some activities impacts on children's behaviour and engagement.

For example, at times, some children display unwanted behaviour, such as pushing, while wandering around and looking for things to do. Nevertheless, in general, staff manage children's behaviour well, and they help children to resolve conflicts. Staff provide children with clear and consistent messages about their behaviour.

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

Children enjoy varied and healthy snack and meals. However, at times, staff do not ensure that all children wash their hands before eating or wipe their noses, when needed. Some staff do not follow the nursery's procedure for nappy changing.

In addition, they do not consistently implement the 'no shoe policy' in the baby area. This does not support children's good health.Key persons identify the appropriate next steps in children's learning and plan activities based on children's interests.

However, the wider staff team does not implement this information effectively. For example, staff help younger children to fill and empty containers with pasta, while older children find it too easy and soon become disengaged. Some staff are not aware of what children know and can already do, and they do not always extend their learning.

They do not provide children with consistent and meaningful interactions to build on their existing knowledge.Children develop a love of stories, songs and rhymes. Staff sing songs and rhymes with children.

Children enjoy listening to stories and often explore books independently. Staff ask questions and encourage children to talk about the story. However, staff do not always consider the organisation of the environment when reading stories.

For example, they share a book with younger children while older children sing loudly. This does not support children to listen effectively and understand the story. This includes children with special educational needs and/or disabilities and children who are learning English as an additional language.

Children are well settled and confident in the nursery. They initiate play with their friends, engage in role play, such as being builders, and enjoy conversations together. In general, children demonstrate positive attitudes towards their learning.

However, there are times when staff do not organise activities and routines well enough. This leads to some children being disengaged in their learning and demonstrating some unwanted behaviour.Children have plenty of opportunities to play outside in the garden and develop their large muscles.

They move around with confidence and use equipment, tools and resources safely. Staff support children's small muscles as they encourage children to explore with a range of malleable materials, such as sand and play dough. Younger children manipulate and join magnetic shapes to create their constructions.

Older children practise their early writing skills by, for example, attempting to write their names.Staff, including those who are in training, feel well supported in their roles. Leaders provide staff with regular opportunities for supervision.

They discuss staff's performance and any areas for improvement. Leaders recognise the areas where staff need more support.Partnerships with parents are effective.

Parents value the daily dialogue and updates they receive on the dedicated app about their children's care needs and development. They describe staff as 'welcoming and caring' and state that their children enjoy attending the nursery.

Safeguarding

The arrangements for safeguarding are effective.

There is an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage, the provider must: Due date ensure that staff know and follow the nursery's health and safety policies consistently, including hygiene procedures, to prevent the spread of infection and to support children's good health consistently.04/03/2024 To further improve the quality of the early years provision, the provider should: make sure that all staff understand children's individual needs, interests and abilities, so they can plan meaningful opportunities to build on what children know and can do, in particular for older children consider the effect that background noise has on children's developing communication skills review the organisation of the activities and routines and help staff to understand the impact of these on children's engagement and behaviour.