Purple Jay Herne Hill Dulwich

Inclusion: Needs attention

Leaders share that they celebrate the diverse cohort of children and staff at the nursery. However, they do not check that activities and routines are adjusted sufficiently well for the individual learning and development needs of some children. Staff are aware of the many languages other than English that children hear at home. Although they provide opportunities for some children to develop their early communication in the language most familiar to them, this is inconsistent. Some children have fewer opportunities to recognise, hear or use their home languages. This affects how quickly some children who speak English as an additional language can develop and build their communication and language skills.

Staff complete training to increase their understanding of methods to support children with special educational needs and/or disabilities. Leaders are aware of local referral routes and know how to seek specialist advice. Allocated staff help to identify and monitor the progress of children at risk of falling behind in their learning. They are effective in their role and promptly share information with parents when emerging barriers to learning are identified.

Curriculum and teaching: Needs attention

At times, the curriculum for communication and language does not meet the needs of younger children who have English as an additional language, or those who are quieter or less confident. Occasionally, enthusiastic staff do not recognise when some quieter children are overwhelmed or need more time to respond. Group story telling for older babies is not successful. Toddlers become distracted or lose interest, despite staff's use of soft toys to represent the book's characters. Staff do not consistently encourage pre-walking babies to move around, explore and develop their curiosity.

Staff acknowledge cultural and religious events, such as Diwali, and help children to understand their similarities and differences. Staff encourage children to sort, match and count as they play. Pre-school staff carefully order learning opportunities. Children twist lids open to scoop out ingredients or sprinkle flour to change the consistency of dough as they knead. This develops children's dexterity and strengthens their hand muscles. Staff encourage meaningful talk and introduce new words, such as 'cavities', during pre-school activities about oral health. Older children are prepared well for their move on to school.

Staff use technology to share accurate assessments of children's learning. There are arrangements to monitor the progress of children with special educational needs and/or disabilities.

Achievement: Needs attention

Some younger children do not make the progress they are capable of in their communication and language. Babies occasionally have fewer opportunities to move around and develop their physical skills. Pre-school children experience more skilful teaching. They have frequent opportunities to develop effective speaking skills and build vocabulary. Pre-school children collaborate, negotiate, share resources, and make choices about what to do. This prepares them well for their move on to school. Babies show that they are eager to move around. When given the opportunity they smile, hold on tightly to equipment and pull themselves up to a standing position. Older babies receive support to count in sequence. They learn about different sensory experiences as they hold ice cubes or play in sand. Some older babies respond well to encouragement and use brushes to spatter paint. Older children build strength in their torso and larger muscles as they skilfully manoeuvre wheelbarrows around the garden.

Behaviour, attitudes and establishing routines: Needs attention

Variable teaching and ineffective routines have a negative impact on the ability of babies and younger children to sustain positive attitudes. Staff do not excite or engage younger children in learning throughout the day. Staff working with the youngest babies struggle to meet their needs during busy periods of the day. Although leaders are available to help with feeding bottles, staff have been unable to establish a smooth mid-morning routine for babies. Older babies do not experience effective snack time routines. Some older babies sit at the table with nothing to do and have few interactions with adults or their peers. This results in wasted opportunities for learning. Pre-school children are not offered a morning snack, and some are hungry by lunchtime.

Lunchtime routines run more smoothly. Pre-school children self-serve their meals and have a healthy and nutritious meal that reflects their dietary needs. They enjoy a sociable mealtime with their friends and staff encourage good table manners. All children generally behave well and follow instructions. Staff hold babies close as they feed from bottles. They show warmth and care as they gently soothe babies to sleep. The nursery protocol for absence is shared with parents from the start. This helps to ensure children's regular attendance.

Children's welfare and wellbeing: Needs attention

Staff do not plan well for some routines. When younger babies are tired and hungry, several become fractious and unsettled at the same time of day. Children's health and hygiene is sometimes compromised. Cups that have dropped on the floor are later given back to toddlers before being washed. Staff do not notice when some toddlers eat from the bowls of others. This increases the risk of children eating food that does not meet their dietary requirements. Staff do not promptly wipe the runny noses of babies and toddlers. This does not support children's understanding of how to manage their health. In addition, some pre-school children are very hungry at lunchtime due to the long period of time between breakfast and lunch.

During the afternoon of inspection, staff better engage quieter and less confident children in activities. Younger children are encouraged to express themselves and 'have a go'. For example, reluctant babies begin to experiment with paint. Staff acknowledge and celebrate the traditions and beliefs of children's families and readily share their languages with children from similar backgrounds. This helps children to gain confidence, build self-esteem and value what makes them unique. Key persons make themselves available for work on days that babies are settling-in to support stronger initial attachments. Children have frequent opportunities to play and develop their physical skills in an inviting outdoor environment.

Leadership and governance: Needs attention

Leaders have worked hard to make improvements since the last inspection. However, they do not check that the curriculum is designed well or that nursery routines consistently meet the needs of all children. Although some children develop good English-speaking skills, others have fewer opportunities to express themselves and practise these skills. Leaders say that they prioritise children's physical health and wellbeing. Despite this, they do not recognise when weaknesses in staff's teaching or poorly organised routines have a negative impact. There are arrangements to monitor and review the curriculum and support staff's practice. However, this is not fully effective and teaching is too variable.

Leaders provide support for staff to gain recognised qualifications and develop their professional knowledge. Staff are encouraged to share what they learn with their colleagues. This has yet to have a positive impact on outcomes for all children. Leaders implement induction procedures for new staff so that they are clear about their roles and responsibilities. Staff's wellbeing is supported effectively.

Previously identified weakness, such as the need to improve the safety of the premises and food and drink facilities, have been effectively addressed.