|Name||Chiltern Day Nursery|
|Address||3 Chiltern Road, Sutton, Surrey, SM2 5QP|
|Type||Childcare on Non-Domestic Premises, Full day care|
|Catchment Area Indicator Available||No|
|Last Distance Offered Available||No|
Highlights from Latest Inspection
What is it like to attend this early years setting?
The provision is outstanding
The manager and staff provide an exceedingly warm, welcoming and homely environment where children make excellent progress. Staff know the children very well.
They have put in place carefully planned settling-in arrangements which are adapted to meet the needs of individual children. The setting’s ethos, ’home from home’, is highly evident throughout the nursery. Relationships between adults and children alike are exceptionally warm and positive.
This is a happy, inclusive and nurturing environment where children are able to take measured risks. Staff have very high expectations of what every child can achieve. Children respond positively to adults’ encouragement.
They thrive and flourish on the praise they receive from staff and show excitement in their learning and joy in their achievements.Staff are extremely positive role models and have high expectations for children’s behaviour, which is exemplary. Children respond to adult instructions and thrive on their encouragement.
They move sensibly in and out of rooms, supported by familiar and well-established routines. Children are highly engaged in their learning and sustain interest and focus during adult-led activities.
What does the early years setting do well and what does it need to do better?
Leaders and managers continuously strive for improvement.
They positively inspire staff and are highly productive in addressing training and development needs. Managers support the continuing professional development of all staff effectively and monitor the significant impact this has on children’s progress.Staff are highly reflective and consistently seek to improve practice further.
They work alongside their counterparts from two other nurseries to identify practice, which has a strong, positive impact on children’s development.Staff provide awe-inspiring experiences that are carefully planned and presented, taking into account each child’s needs and interests.A highly effective key-person system ensures staff know the children well and can plan appropriately to support the next steps in their learning.
Staff have a clear understanding of each child’s starting point and what they need to learn next in order to progress. Younger children especially form strong attachments with their allocated key person.Children’s language skills are highly impressive and well supported.
They express their feelings and emotions freely.Staff know each individual child exceptionally well. They have a deep knowledge of the needs of the children.
Relationships are extremely well established. Children know and trust all the adults in the setting.Staff make full use of the wider community to support children’s understanding of the world.
Recently, for example, they acquired knowledge of what builders do as they visited a local building site. They created a replica of the building site in the nursery garden and children eagerly engage in role playing builders.The behaviour and attitudes of the children is exceptional.
Children are highly motivated. They are confident when taking risks and when trying new things. Children are encouraged and supported to experiment and taste new food.
The youngest children show a high level of trust in the adults when learning to walk.Children are polite, courteous and kind. They are respectful of each other and of adults.
They mirror adults’ kindness towards each other. For example, children say ’please’ and ’thank you’ during mealtimes and during play activities, for example when asking for a turn with a toy.The curriculum is fully embedded.
Staff plan effective and innovative learning opportunities, supporting children to make excellent progress. Staff intervene effectively not only for children to secure, and in most cases deepen, their understanding. Staff make full use of resources, both indoors and outdoors, to create a wealth of learning opportunities for children.
Staff work exceptionally well with parents to ensure they know and understand how their children are developing. This allows parents to extend their children’s learning at home. As a result, all children make outstanding progress in all areas of their development.
Children’s home languages are recognised, valued, supported and celebrated. Opportunities are provided for children to look at books in different languages, and parents are invited to the setting to read to the children.Staff prepare children for school exceptionally well and encourage them to become confident learners and independent in self-care.
Children are well supported with toilet training, putting on their coat and shoes and feeding themselves. They are confident in choosing resources to support their learning.
The arrangements for safeguarding are effective.
Safeguarding is a high priority for all staff. The manager ensures all staff complete effective safeguarding training and are kept up to date with safeguarding issues. Discussions with staff reflect a deep understanding of their safeguarding responsibilities and the actions they need to take when concerns arise.
Rigorous recruitment and vetting procedures are securely in place to ensure staff are suitable in their role to care for children and ensure their welfare. Robust induction procedures ensure all staff have a clear understanding of the policies and procedures to follow. Regular risk assessments are carried out to ensure all areas of the nursery are safe and secure.