The Roehampton Day Nursery and Pre-School

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are safe and happy in this friendly and welcoming nursery. They have secure attachments with staff, who are caring, nurturing and kind. Children who are new settle quickly.

Staff use their understanding of children's interests and learning needs well to plan and deliver a well-designed curriculum. For example, children eagerly join in with the wide range of activities and resources on offer. They are creative and enjoy exploring materials such as play dough.

Children test out their own thoughts and ideas as they play. For instance, they explore moulding the play dough in different ways to make food for role pl...ay and investigate construction materials, which they use to build a range of structures. All children make good progress in their learning and development.

Children are well behaved and polite. They know what is expected of them and follow routines well. Staff regularly praise children's efforts and achievements.

This helps to raise children's self-esteem and develop their confidence to try new experiences. All children learn to manage their self-care needs, which older children confidently master. For instance, they competently dress themselves for outdoor play.

Children make independent choices and decisions as they play. They play well together, sharing toys and resources.

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

The manager and staff implement a well-sequenced curriculum.

However, sometimes, staff do not identify opportunities in children's play when they can take children's learning to the next level. For instance, staff do not consistently challenge children's learning to build on what they know and can already do. In this way, children are not consistently provided with high levels of challenge throughout the day.

The special educational needs coordinator works well with staff to ensure that children with special educational needs and/or disabilities (SEND) are supported in their development. Staff have high expectations for every child, including children with SEND and those from a disadvantaged background. As a result, all children are making progress.

The curriculum for supporting communication and language is strong. Staff are good role models as they join children and comment on their play. They use clear speech and encourage children who speak English as an additional language to use their home language as well as learning English.

However, staff do not repeat the correct word back to children to support their understanding of language. For example, when younger children refer to a cow as a 'moo', staff do the same.Children develop their physical skills as they play.

Babies build up core strength as they balance and climb steps. Older children balance, run and throw and catch balls in the outdoor area. Older children develop their small hand muscles as they practise their cutting skills.

This builds skills for early writing.Partnership with parents is good. Parents are positive about the setting and the care and attention their children receive from staff.

They highlight how much progress their children have made over time. Parents appreciate the information they regularly receive about their children's progress.Children eat healthy foods at mealtimes and learn about healthy lifestyle choices.

For example, children eagerly decide where to plant their seeds, ready to grow vegetables. Staff consistently implement good hygiene practices. Children are learning to be independent.

For example, older children eagerly scrape their plates clean once they have finished eating.Staff are enthusiastic and devoted to their work. They are supported well by the manager, who has high expectations for children's learning.

She motivates and supports the team well, using her knowledge from recent training to understand how staff feel and support their well-being. Staff are provided with many opportunities for professional learning and development, which helps to raise the quality of care and education for children.Staff understand the policies and procedures to follow to safeguard children.

They receive regular training to develop their knowledge. Staff know their role in making referrals to their designated safeguarding leads, but also to refer any concerns they have directly. This includes allegations against those working with 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 further improve the quality of the early years provision, the provider should: support staff to strengthen their teaching strategies to consistently challenge and extend children's learning nimprove staff's understanding of the importance for children to hear and use the correct word to enhance their vocabulary to make the best possible progress in their communication and language skills.