Monkey Puzzle Day Nursery Battersea

Inclusion: Expected standard

Recent changes at the nursery have ensured that a culture of inclusion is being embedded across the curriculum. Staff have completed training to develop their knowledge and skills in supporting children with special educational needs and/or disabilities (SEND) and those who may face barriers to their learning. Staff are completing progress checks for all children between the ages of 2 and 3 years. They work with leaders to identify children who need additional help to enable them to catch up with any gaps in their learning. Staff now complete referrals in a timely manner to gain additional support from other professionals. They plan children's next steps and complete individual educational plans, and share these with parents and carers.

Staff have high expectations for all children. They typically tailor their teaching and activities to ensure all children benefit and continue to learn. Children with SEND and those who need additional support with their communication and language work in small groups with staff to extend their vocabulary, pronunciation and social interaction. This generally helps children to develop their skills and become more confident in communicating with others. Staff use additional funding to purchase resources to aid learning for children with SEND and have a positive impact on their progress.

Curriculum and teaching: Expected standard

Leaders and staff have improved the quality and delivery of the curriculum for all children, including those with special educational needs and/or disabilities (SEND), since the last inspection. Staff understand what they want children to know and learn. They sequence the curriculum to build on children's previous knowledge and skills. Staff observe children as they play and track their progress to ensure they are prepared for their future learning.

Staff teach mathematics across the curriculum appropriate to children's ages and stages of development. Babies enjoy number rhymes and counting as they share stories. Older children extend their number skills. They learn about weights, shapes and measure during activities, such as water play, role play and planting vegetables. Children use tools and resources to extend their fine motor skills. They explore a range of celebrations to promote different religions, languages and cultures. This supports children to develop an understanding of others and what makes them unique. Children develop their physical skills and extend their balance and coordination.

Overall, staff promote children's communication and language well. They spark conversations, provide commentary, introduce new words, share stories and sing with children. Staff ask questions but do not consistently give children in toddler room time to think and answer to help extend their vocabulary further. They do not consistently initiate back-and-forth interactions with the younger babies to encourage babbling and initial sounds to support their early language development.

Achievement: Expected standard

Staff support all children to make progress from their starting points. Children with special educational needs and/or disabilities (SEND) benefit from the additional support in place to support them. This helps them to build on their knowledge and skills and prepare them for future learning and their subsequent move to school.

All children receive encouragement to be independent and try new things for themselves. For example, children who are not keen to get their hands dirty are encouraged to extend their sensory skills as they play with water, soil, shaving foam and cornflour. They use their hands and a range of tools to increase their small muscle movements and accuracy as they transfer between containers.

Children show resilience as they build towers and watch them fall. They are disappointed but show their determination as they start again. Older children write their names and proudly show staff their achievements. Generally children receive encouragement to express their views and talk about the stories they share. Children in toddler room would benefit further from being given time to think and respond to questions to increase their communication skills.

Behaviour, attitudes and establishing routines: Expected standard

Key-person arrangements support children to build positive relationships and develop their emotional security. Staff teach children about different emotions and help them to understand how their behaviour can affect others. They regularly use praise and encouragement and use positive manners. Children receive gentle reminders when needed to help them learn to share and take turns. Staff give additional support to children with special educational needs and/or disabilities (SEND) to help their behaviour and to regulate their feelings when needed. Staff show respect to children during toileting routines and ask babies about changing their nappies.

Children know the daily routines well and know what is expected of them. Staff give children reminders about what is happening now and next which helps them to stay focused. Children concentrate well and show a positive attitude to their learning. They enjoy participating in activities with their peers and learn to share resources and take turns. Leaders follow up on all children's absences to check on their wellbeing. This helps to establish important routines for future learning.

Routines are in place for mealtimes in all rooms and staff understand their roles. Despite this, when plans change, staff expect babies to wait too long for their dessert. This hinders babies' learning and enjoyment of a social occasion.

Children's welfare and wellbeing: Expected standard

Staff and children develop warm and trusting relationships which supports children's emotional wellbeing. Children generally receive cuddles when needed and staff offer them reassurance. Staff know children well and are attentive to their changing needs. They recognise when children are hungry, tired or need some extra support. Staff communicate well with parents and carers verbally and through the nursery online system. This helps parents to keep up to date and share any information to support their child's wellbeing.

Children typically follow established hygiene practices and demonstrate their independence as they wash their hands using soap before mealtimes. Staff have completed training on safer eating and sleeping. This has strengthened their understanding for the safety of all children. Staff sit with children during snack and mealtimes and ensure all children are supervised while eating. Food is prepared appropriately to children's ages and stages of development to avoid any potential choking hazards. Children are provided with nutritional meals and learn about the importance of including fruit and vegetables in their diets. Overall, staff promote physical exercise and activities, such as yoga and dance. This helps children to strengthen their bodies and support their physical and mental wellbeing. Staff check on children and monitor them while sleeping to support their safety.

Leadership and governance: Expected standard

Leaders have reflected on the practice at the nursery and made significant changes since the last inspection. They have addressed the previous actions and given safeguarding a priority. All staff have completed training and fully understand their roles and responsibilities to safeguard children. Policies and procedures are in place. All staff know what they need to do if they have any concerns about a child's welfare. Leaders ensure staff are deployed effectively to maintain ratios. They ensure children are supervised by qualified staff and those who hold a paediatric first-aid qualification.

Leaders ensure safer recruitment procedures are adhered to. All new members of staff complete an induction and ongoing supervision sessions. Staff can share any concerns and discuss any areas for continued professional development. Leaders have improved partnership working with parents and carers and other professionals. Parents state they are happy with the service provided. They comment staff keep them updated on their children's next steps and ideas to continue learning at home.

Leaders support staff wellbeing and put plans in place for non-contact time with children to help staff manage their workloads. However, this is currently not working effectively in the baby room. Staff state they need more help to manage their workloads, to support them with the additional babies to fully meet all their needs.