Chingford Forest Day Nursery & Pre School

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About Chingford Forest Day Nursery & Pre School


Name Chingford Forest Day Nursery & Pre School
Inspections
Ofsted Inspections
Address 66 Yardley Lane, London, Essex, E4 7RS
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 enter happily and settle quickly on arrival. They form strong emotional bonds with the caring staff. Children confidently greet the inspector, showing that they feel safe in the nursery.

Children behave very well. Staff are good role models and have high expectations for children's conduct. There are plenty of opportunities throughout the day to play in the outside areas.

Children practise their physical skills in the wheeled area. The slope in the garden is a source of challenge and delight as they push bicycles to the top of the hill and ride them down again at speed. Children develop their love for nature i...n the garden.

In the peaceful, shaded garden, children scoop the bark with the diggers and play in the mud kitchen. Children are keen and motivated learners, who focus extremely well as they play alongside enthusiastic staff. For example, they eagerly search for bugs.

Children use magnifying glasses to take a closer look. Staff explain the importance of being gentle with living creatures.Children's opinions are valued.

They are given the opportunity to express their ideas on how to develop the nursery. Staff know children's interests and they provide learning opportunities, taking these into account.

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

Leaders have a clear and ambitious vision for future developments at the nursery.

The manager actively supports staff to access training, to extend and develop their knowledge and skills. However, although practice is very strong in some rooms, other rooms need to be more closely monitored to identify where staff need further support and guidance. This is particularly evident around certain parts of the daily routines.

For example, mealtimes are not organised as well as possible, to fully support children's learning.Children have access to an effective programme of educational activities, building on what they know and can do. Staff use their good knowledge of children's interests to plan activities.

This keeps children motivated and engaged in their learning. For instance, children go on a bug hunt, supporting their interest in caterpillars and butterflies.Staff provide a language-rich environment and communicate well with children in a variety of ways.

For example, in the baby rooms, staff talk about the children's play. All children enjoy singing and listening to stories. Staff question children effectively.

They base the level of questioning on children's understanding. Visual prompts, such as a picture timetable, help children with the routines of the day.An effective key-person system helps children to feel safe and secure.

Staff show respect and consideration when taking care of children's personal care routines. When changing nappies, staff talk to children to let them know what is happening. This has a positive impact on children's confidence and emotional well-being.

Children's individuality is respected. Children learn about the different cultures of their friends through books in different languages, celebrating festivals from around the world and exploring different foods. Staff teach children that it is OK to be different.

These experiences help to prepare children for life in modern Britain.Staff monitor children's progress well to help to identify any gaps in children's learning. When the COVID-19 restrictions were lifted, staff noticed some delay in children's communication and social skills.

They successfully focused on helping children to catch up on these essential skills, to prevent any long-term effect on development. As a result, children make good progress from their starting points.A strength of the setting is the support it has in place for both children's and staff's well-being.

A sensory room has been created which staff and children can access, when they feel anxious. Support sessions are held with staff in this calming environment.Staff work well with parents.

Parents praise the dedicated staff and say that their children enjoy attending. Daily feedback is given about their child's day. Parents are also updated on their child's development using an online platform, where parents can add comments to contribute to their child's learning.

Safeguarding

The arrangements for safeguarding are effective.Staff have a good understanding of the possible indicators that a child may be at risk of abuse. They have a strong knowledge of wider child protection issues.

They understand how to report their concerns, internally and externally, if they have concerns about children or a member of staff. Staff reduce hazards to minimise accidents. Children are closely supervised, and staff ensure the premises are secure.

Staff are trained in paediatric first aid and accurately record any accidents that children have. The provider has robust recruitment procedures in place and monitors staff's continued suitability.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: review the lunchtime supervision of children and organisation of mealtimes, to ensure that staff fully support children's routines and learning.


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