Early Buds Nursery

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About Early Buds Nursery


Name Early Buds Nursery
Inspections
Ofsted Inspections
Address Foster Hall, Wellesley Road, London, E17 8QX
Phase Childcare on Non-Domestic Premises, Full day care
Gender Mixed
Local Authority WalthamForest
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children happily arrive at the nursery and separate from their families with ease. They quickly settle into the routine of the day and become engrossed in their play.

There is a calm atmosphere, with children positively engaged in their learning. Children enjoy a warm, nurturing environment. They feel safe and secure at the nursery.

Children demonstrate a positive attitude to their learning. They freely choose the activities which they want to take part in and happily engage in a variety of experiences. For example, older children enjoy making gingerbread biscuits and younger children enjoy exploring a wealth of sensor...y resources.

Children feel valued in this engaging and happy environment. They build on their emotional vocabulary. Staff support children to understand their feelings and encourage them to talk about them.

Children discuss what makes them happy, sad or angry and why. Children behave well and have an excellent understanding of the rules in the nursery. Staff support children to resolve conflicts.

For example, they use a sand timer to help children to wait for their turn. Parents are extremely happy with the care which their children receive. They comment on the good communication from staff, and how staff share information about their child's care and learning.

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

Managers think carefully about how to support staff's well-being. They consider staff's workload to ensure that this is manageable for them. Staff's morale is high.

They work well as a team and speak respectfully to each other. Staff feel well supported by managers and receive regular supervision sessions. Staff access a variety of training opportunities to ensure that they have up-to-date knowledge and skills.

Managers strive for continuous improvement. They regularly review the learning programme and the nursery environment. Recent changes to the nursery's layout have had a positive impact on the children's learning experiences.

For example, toddlers and older children now have their own play areas, which helps staff to provide age-appropriate play experiences.Children's communication and language development is at the centre of all activities. Staff working with all age groups of children speak clearly to children as they play.

They introduce new vocabulary and model good grammar. Staff provide targeted, small-group activities to promote all children's language skills. For example, staff provide visual prompts, such as a song bag with toys to represent different rhymes to encourage children's participation.

Children look at books with staff, listen and engage with enthusiasm at story time.Staff regularly observe and assess children's development. They quickly identify children who may have special educational needs and/or disabilities.

Staff take swift action to help families access relevant services from other agencies. This helps to ensure that children with a specific need are appropriately supported and helps all children to make the best possible progress. Children who speak English as an additional language make good progress.

Children enjoy freshly cooked, healthy meals and snacks throughout the day. Mealtimes are sociable occasions in all rooms in the nursery and children's independence is encouraged. Older children serve their own food and pour their own drinks, while babies and young children are encouraged to feed themselves.

Staff in the baby room are attentive and caring. They take every opportunity to praise and encourage children when they develop new skills. For example, staff clap and cheer as young children learn to walk unaided.

However, staff plan some adult-led activities which are at times pitched too high to enable children to fully engage in purposeful learning. For example, they focus younger children's creative play experiences on the end product, rather than encourage children to explore materials and have their own ideas.The key-person system is strong.

Staff demonstrate that they know children very well. Children enjoy visits to the local community and access plenty of books which reflect different cultures. However, staff do not provide consistent opportunities for children to learn about different communities and cultures when they play.

Safeguarding

The arrangements for safeguarding are effective.Managers demonstrate that they understand their roles as designated safeguarding leads for the nursery. They attend relevant training to keep their knowledge up to date.

Staff understand the nursery's safeguarding procedure, and know how to identify the signs of abuse. They know what to do if they have concerns about the welfare of a child and how to report safeguarding concerns to relevant agencies. Staff follow the risk assessments that are in place and encourage children to manage their own risks.

For example, they learn to be careful when climbing. Children are supported by staff when taking risks to ensure their safety.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: plan adult-led activities more carefully to take into account children's age and stage of development continue to enhance opportunities for young children to learn about different cultures and communities beyond their own.


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