The Orchard Day Nursery Kew

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement The nursery has recently undergone changes in the leadership and staff team.

Although, there have been improvements made since the last regulatory visit, they have not yet been fully embedded. Procedures to keep children safe as they move to and from the garden have improved. However, sometimes staff do not promptly identify and reduce all risks.

For example, younger children trip on curled up corners of a rug as they practise their walking skills. Leaders are clear about what children need to learn and why, and how they expect staff to support children when there are gaps in their learning. Staff are clear on the learnin...g intentions behind each activity and how to work with parents to support children's development.

However, staff do not communicate what it is that children are learning to agency staff, which means the quality of teaching is variable. Children are confident and happy to share what they are doing with others. For example, they share their achievements with staff and talk about what they have made.

Overall, children behave well and staff use positive strategies to reinforce the nursery's rules and boundaries. However, at times, agency staff are not fully supported to assist children that need more help to regulate their behaviour.

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

Recent staff changes mean the nursery has been using agency staff.

The provider has improved procedures to ensure agency staff's suitability is verified. However, there are weaknesses in the support and training that agency staff receive. This means they cannot always meet children's needs effectively and support their development.

Staff have a sound knowledge of their key children. They gather information from parents when they first start at the nursery and continue to work closely with parents to help children to progress to their next stage of learning. Staff use this information to plan effective activities for children.

However, agency staff do not know what skills and knowledge staff want the children to develop next. This means children do not get consistent access to good learning experiences.Staff encourage children to practise their physical skills.

For example, in the garden children persevere as they climb equipment and develop their hand-eye coordination by transporting and pouring water. Children take pride in their achievements and are confident to share these with adults around them.Staff promote children's independence at mealtimes.

For example, children carry food from the cook to the tables and ensure their friends have the plates and cups they need. Staff encourage children to self-serve. However, agency staff do not always continue to encourage children when they face difficulties.

Staff read books to children and ensure they are available for them to access. However, children are not encouraged to develop a love of reading and stories. For example, books are provided to distract children when staff are cleaning after mealtimes.

Staff do not consider how they can inspire children to be enthusiastic about books, which means they quickly lose interest.Staff talk to children about how their peers may feel. They praise children for their efforts and use successful techniques to teach children how to turn take.

Children demonstrate their understanding of these techniques as they begin to use them independently in conversations with their friends. This helps children to problem solve in social situations.Staff do not always identify how they can manage children's behaviour, and reduce risks, by teaching them to keep themselves safe, such as how to use tools safely.

Additionally, agency staff do not always seek or receive help from others when managing children's behaviour. For example, when children push each other, agency staff do not always respond, which means children are not getting consistent messages about what is right and wrong.Staff communicate effectively with each other and with children on some aspects of how to keep safe as they move around the indoor and outdoor environment.

Additionally, staff talk to each other about how to carry out activities safely. However, staff do not always identify risks around the children.

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 fully embed strategies to ensure all staff are aware of what children can do and what they need support with next 23/07/2024 ensure all staff consistently use appropriate strategies to manage behaviour 23/07/2024 continue to support staff to identify and take steps to reduce risks.23/07/2024 To further improve the quality of the early years provision, the provider should: nencourage children's love of reading by providing them with exciting opportunities to enhance their literacy skills.