Preston Multicultural Nursery School: First Steps to Learning

Preston Multicultural Nursery School: First Steps to Learning 114 Carlton Avenue East, Wembley, Middlesex, HA9 8NB

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Inspection date

Previous inspection date 1 June 2015 17 July 2014

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This inspection: Good 2

Previous inspection: Requires Improvement How well the early years provision meets the needs of the range of children who attend Good 2

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This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

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This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

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This inspection: Good 2

The setting meets legal requirements for early years settings

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This provision is good

 The indoor and outdoor environments are well organised so children feel confident to explore, play and, as a result make good progress in their learning and development.  Children settle quickly and build good relationships with others. They learn to treat each other with consideration as they follow the good example set by staff.  Staff and parents share high ambitions for the children. Children gain a good range of skills and knowledge so that they are ready to move on to school or other settings.  Because staff give individual attention, all children, including the many at a very early stage of speaking English, make rapid progress to become confident talkers.  Staff and parents communicate effectively through daily handovers and two-way diaries to make sure there is good continuity in children’s care and learning between home and nursery.

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It is not yet outstanding because:

 Children’s literacy skills are not developing as quickly as they could. Children do not always get the opportunity to continue practising their skills for writing in imaginative games when playing outdoors.  The nursery's self-evaluation does not include parents’ views or information about children’s achievements to help the nursery set precise targets for further improvement. Inspection report: Preston Multicultural Nursery School: First Steps to Learning, 1 June 2015 2 of 5

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 give children every opportunity to use writing and drawing meaningfully in all aspects of their play to help progress their literacy skills, for example by increasing the availability of portable materials such as notebooks and clipboards outside as well as indoors  incorporate parents’ comments and information about children’s progress more fully into self-evaluation so it gives a full picture of the nursery’s effectiveness and helps staff to set more precise targets for improvement.

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Inspection activities

 The inspector observed the activities both indoors and outside and spoke with staff and children at suitable times throughout the day.  The inspector carried out a joint observation with the provider.  The inspector looked at a sample of policies, procedures and records, including those for checking the suitability of staff.  The inspector held discussions about the management of the nursery with the provider.  The inspector sampled documents relating to children’s learning and development, including plans and records of children’s achievements, and discussed these with the provider and staff.  The inspector held discussions with parents and took account of their written feedback to the nursery.

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Inspector

Christine Davies HMI Inspection report: Preston Multicultural Nursery School: First Steps to Learning, 1 June 2015 3 of 5

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who attend. This is good

Staff and parents share information in detailed ‘learning journals’ about children's learning in the nursery and at home, and record any help that they need. Staff use this information to plan activities to match children's needs and interests. With individual attention and lively teaching in group sessions, involving songs, rhymes, pictures and actions, children at all stages of learning English, including the youngest, join in as confident speakers. Children delight in reading books indoors and in the outdoor 'bear-den'. Children practise their good language, physical, mathematical and creative skills in imaginative games. With encouragement from parents and staff, some children are beginning to use writing in their games. However, they do not always get the opportunity to extend this in their play outdoors. Older children are ready to move on to school as they have confident self-help and communication skills.

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good

Nursery routines take account of children’s energy levels, their abilities and the length of time they attend during the day. This provides a happy and relaxed atmosphere. Staff observe children closely and know what to do if they are concerned about a child. Staff act promptly to comfort children and liaise with parents when children appear ill or are unsettled, so that children have excellent support for their emotional well-being. Staff are consistently good role models, helping children to behave cooperatively and enjoy each other’s company when they play. Parents adopt the packed lunch suggestions made by the nursery so that children learn about healthy eating. Established routines help children to move around safely, especially when going in and outdoors. With assistance, children learn good hygiene routines and know they need to wash their hands after digging in the garden or going to the toilet. Children enthusiastically tidy up and care for the toys from a

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provision is good

The provider has focussed successfully on the necessary improvements since the last inspection so that all requirements are met. Following recent whole-staff training, consistency among staff in managing children's behaviour has improved. Good systems are in place to ensure suitable staff work with the children. Parental involvement in extending children's learning at home is evident in daily diaries and children's journals. The provider's leadership of teaching and care routines is good. The provider knows the staff team well and deploys all staff effectively in line with their skills. Continual professional development is encouraged so that staff are well supported when they are studying to advance their qualifications to improve their practice. Staff are actively developing a tracking system to give the nursery a clear overview of children's progress. Systematic self-evaluation is underway but currently the provider makes limited use of the

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provision is good

tracking systems or parents' views. Inspection report: Preston Multicultural Nursery School: First Steps to Learning, 1 June 2015 4 of 5

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Setting details

Unique reference number EY294864 Local authority Brent Inspection number 1014334 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 0 - 5 Total number of places 36 Number of children on roll 37 Name of provider Neharika Khagram Date of previous inspection 17 July 2014 Telephone number 07932410431

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Setting details

Preston Multicultural Nursery School: First Steps to Learning is owned by a private provider. It opened in the current premises in 2004. The nursery has use of two rooms, a large hall and has access to an enclosed outdoor play area. The nursery is open Monday to Friday, from 8.30am to 6pm, all year round except for bank holidays. There are currently 37 children on roll, attending on a full-time and part-time basis. The nursery supports children with special educational needs and/or disabilities, and children who are learning English as an additional language. It is in receipt of funding for the provision of early years education for children aged three and four. Eight adults work with the children, including the provider who manages the nursery. Five members of staff hold appropriate early years qualifications, including one who is qualified to degree level, and two are apprentices.

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Setting details

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. Inspection report: Preston Multicultural Nursery School: First Steps to Learning, 1 June 2015 5 of 5

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Setting details

achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection.

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Setting details

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Setting details

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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