BELZ Nursery School

BELZ Nursery School 96-98 Clapton Common, London, E5 9AL

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Inspection date

Previous inspection date 4 November 2015 15 June 2011

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Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Requires improvement Outcomes for children Requires improvement

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This provision requires improvement. It is not yet good because:

 Leaders and managers do not ensure that children experience sufficient teaching opportunities in English to support them to acquire a good standard of English-speaking and literacy skills.  Leaders and managers do not always monitor the quality of tracking systems to ensure that all children's development is regularly assessed.  Leaders and managers do not consistently advocate healthy food choices for children to support their overall health and well-being.

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It has the following strengths

 Staff plan a variety of activities that children enjoy and teaching is focussed on supporting children to gain new skills. Consequently, children make suitable progress.  Children with additional needs are well supported to make progress. This is because there are clear systems in place to work in partnership with parents and trained professionals to initiate early intervention. This helps children to get the support they need.  Staff are kind and attentive to children's needs. They provide enthusiastic engagement with children which not only supports their learning but their ability to develop secure attachments to support their emotional well-being.  Parents share positive feedback about the nursery. They say that communication with staff is very strong and they value the information that is shared about their children's progress.

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What the setting needs to do to improve further

To meet the requirements of the Early Years Foundation Stage the provider must:

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Due Date

 ensure that the educational programmes offered to children provide sufficient opportunities for them to develop English- speaking and literacy skills 27/11/2015

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Due Date

 ensure that the tracking of children’s progress is effectively monitored to promote consistent practice. 27/11/2015

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Due Date

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

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Due Date

 improve healthy eating practices by supporting parents to understand the importance of providing healthy lunch choices for children.

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Inspection activities

 The inspector observed children's play both in the main classrooms; in the special educational needs unit and outside in the garden.  The inspector spoke with staff and children at appropriate times during the inspection and held meetings with the providers and manager of the nursery provision.  The inspector carried out a joint observation with the manager.  The inspector spoke with a number of parents and took account of their views.  The inspector looked at children’s records, planning documentation, evidence of suitability of staff working in the provision and a range of other documentation, including safeguarding policies and procedures.

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Effectiveness of the leadership and management requires improvement

Leaders and managers have an overview of the safeguarding, learning and development requirements. They acknowledge areas to improve and have addressed a recommendation from their last inspection. Safeguarding is effective. Leaders and managers have recently updated their safeguarding policies to incorporate new legislation. Induction procedures include safeguarding training for all staff. It is evident that staff are clear of their responsibilities to keep children safe. Staff maintain risk assessments of the environment and teach children about personal safety through role play. For example, children enjoy learning about the rules of the road as they ride their bikes and learn to stop when the traffic light is red. There are appropriate recruitment and vetting procedures to check the suitability of staff and ensure a team of highly qualified staff work with the children. Managers have developed positive systems to check the quality of teaching and provide

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Effectiveness of the leadership and management requires improvement

supervision and professional development for staff. However, the monitoring of the curriculum and the reviewing of some children’s assessments is not robust. Consequently there are gaps in children’s learning. Managers are aware of this weakness and have been looking at ways of addressing the gaps in promoting English. However, there has been a lack of urgency to make these improvements.

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Quality of teaching, learning and assessment requires improvement

Children are developing communication and literacy skills in Yiddish their home language. They are able to concentrate, listen and persevere with tasks as teaching is duly focused on supporting these skills. Staff teach children to use a variety of resources such as scissors, glue sticks and pencils to develop their coordination skills which is demonstrated in their ability to make poppies for Remembrance Day. Teaching supports the development of independence skills as children confidently access their well-resourced garden where staff plan a variety of challenges to promote their physical skills. There are secure systems in place to support children’s move to school as they all progress on to the main school and have opportunities to visit and meet new teachers before they start.

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Personal development, behaviour and welfare require improvement

Children are supported to behave well as staff teach them about the importance of positive relationships. Children are developing an understanding of others and learn about tolerance and respect through planned topics. They enjoy visits from outside professionals such as the fire service, lolly pop lady and the police which support their understanding about people who help us in the community. Children are learning to manage their personal care and understand about good hygiene through their daily routines. They have good opportunities to be active and engage in physical play to support their well-being. However, not all children learn about the importance of healthy eating. Many packed lunches contain chocolate spread sandwiches, biscuits and crisps which do not support a healthy diet.

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Outcomes for children require improvement

Overall, children enjoy their time at nursery. They are happy and settled as they are supported to make satisfactory progress in their learning.

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Setting details

Unique reference number 144550 Local authority Hackney Inspection number 1029782 Type of provision Full-time provision Day care type Childcare - Non-Domestic Age range of children 3 - 8 Total number of places 70 Number of children on roll 111 Name of provider Belz Nursery School Committee Date of previous inspection 15 June 2011 Telephone number 020 8800 6599

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Setting details

Belz Nursery School was registered in 2001. The nursery operates from the Belz Community Centre in the Clapton Common area within the London borough of Hackney. The nursery is available to boys from the local Orthodox Jewish community. Most boys belong to the Belz Chasidic community and the majority speak Yiddish as their first language. The nursery is open each week day from 9:30am to 3:00pm Monday to Thursday and 9:30am to 12 noon on Fridays. The nursery is also open on Sundays from 9:30am to 3:00pm. The nursery is in receipt of funding for the provision of free early education to children aged three and four. There are 24 members of staff, 20 of whom hold appropriate early years professional qualifications. The nursery is closely linked to the Talmud Torah Machzikei Hadass independent school for boys where the majority of children move onto.

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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

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Setting details

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Setting details

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Setting details

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