Lady Banke’s Eye Nursery and Before & After School Club

About Lady Banke’s Eye Nursery and Before & After School Club Browse Features

Lady Banke’s Eye Nursery and Before & After School Club

Name Lady Banke’s Eye Nursery and Before & After School Club
Ofsted Inspection Rating Good
Address Eye Nursery, Dawlish Drive, Ruislip, Middlesex, HA4 9SF
Type Childcare on Non-Domestic Premises, Full day care
Gender Mixed
Local Authority Hillingdon
Catchment Area Indicator Available No
Last Distance Offered Available No
Highlights from Latest Full Inspection (12 September 2019)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.

What is it like to attend this early years setting?

The provision is good

Staff offer a caring and nurturing learning environment. Children settle well, play together in harmony and behave well. They are confident to ask for help when required. Managers and staff engage children well in a range of stimulating activities that help them to develop new knowledge and skills. They monitor the progress of each child and groups effectively and provide good support to help children catch up if needed. Children who speak English as an additional language or receive additional funding equally achieve well in relation to their individual starting points. Children get on well with each other and explore their environment. For example, they have regular access to the outdoors to learn about the natural world. Younger children learn to handle resources with care and make good attempts at building their favourite models. Staff play with children and introduce some numbers to them. However, they do not always provide a high level of challenge to help children to develop their mathematical skills and how to solve problems independently. Managers regularly monitor and evaluate the quality of the provision and support staff well. However, they have not retained a high quality of teaching since the previous inspection.

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

Staff gather relevant information from parents about what their children know, understand and can do. They use such information along with their ongoing observations to meet children’s learning needs and interests.Staff guide children through play and show them how to operate certain tools. Children join in and display positive attitudes to learning. They use their imaginations well. For example, children love to mix the different-coloured paints and observe how colours change when they mix. Younger children keenly roll and cut play dough into different shapes and recognise colours. Children are proud to show their work to staff, who praise them for their good achievement.Staff read stories to children and help them learn new vocabulary. Older children are able to talk about their favourite pictures and characters. Although staff introduce some activities about numbers to children, they do not always extend children’s mathematical skills and ability to solve problems unaided.Staff talk to children in a calm manner and help them know right from wrong. They share their behavioural procedures with parents and children so that they know what is expected. Children learn to share toys fairly, take turns and respond well to instructions.Staff help children develop healthy lifestyles and meet their dietary requirements carefully. For example, children learn to socialise with others, enjoy eating fruit and know that they need to drink water to keep them hydrated. They actively take part in physical activities. Younger children learn to climb and slide on the apparatus safely. Older children can ride small trucks, developing good control and coordination and very good awareness of others around them.Staff form positive partnerships with parents. For example, staff keep parents well informed about their children’s daily routines, well-being and academic progress. Parents know how to support their children’s learning at home and beyond. They say that their children learn well and enjoy coming to the nursery.Staff work well with providers when the time comes for the children to move on. They are confident to seek advice from outside professionals to support children’s learning and development.Managers encourage staff to attend courses and to observe each other to share good practice. However, the monitoring of staff practice is not fully effective in sustaining the quality of teaching to a consistently outstanding level.Staff encourage children to express their emotions and help them to understand that other people can have different views. Children learn to show consideration to others.


The arrangements for safeguarding are effective.Thorough recruitment and induction procedures help ensure that staff are suitable to work with the children. Managers and staff have a good understanding about their roles in keeping children safe. They fully know the procedures to follow if there are any welfare concerns about a child or an adult. They undertake checks on the premises and resources and are vigilant about children’s health and safety.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: provide more opportunities for children to further develop their mathematical skills and to solve problems unaided make even better use of monitoring staff practice to further develop teaching to a consistently higher level.