Children Come First

Children Come First St. Marys Church Hall, Greenford Avenue, London, W7 3QP

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Inspection date

Previous inspection date 15 November 2016 6 June 2013

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The manager provides effective leadership. He makes accurate assessments about the quality of teaching and the provision as a whole. He sets clear targets to staff and supports them well to help improve their performance still further.  The manager and staff build warm and useful partnerships with parents. Parents receive regular ideas to help their children's learning at home and warm invitations to spend time in the nursery to learn more about their children's experiences.  Children thoroughly enjoy being at nursery. Staff successfully create a homely and interesting learning environment, indoors and outdoors, and children enjoy exploring, learning and playing with their friends.  Children make good progress. The manager and staff observe children. They use this information well to monitor children's progress and plan their next steps in learning.  Children learn to be polite, kind and behave well. For example, staff are good role

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This provision is good

models for children and clearly demonstrate these characteristics as they go about their day.

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It is not yet outstanding because:

 Staff do not make the best use of opportunities to help children develop their early reading and writing skills during their everyday experiences and focused learning activities.  Staff do not fully consider the needs of younger children when planning activities and some children find it hard to focus and join in.

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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

 improve opportunities for children to develop their early reading and writing skills during their everyday experiences and focused learning activities  consider more precisely the developmental stages of all children when planning whole group activities and ensure these times provide high quality learning experiences for all children.

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Inspection activities

 The inspector observed the staff and children indoors and outdoors.  The inspector carried out a joint observation with the manager and discussed the quality of the teaching and the impact on the learning that was taking place.  The inspector spoke to parents and took account of their views.  The inspector discussed with staff their understanding of safeguarding and first aid.  The inspector sampled documentation, including children's records, staff's qualifications and the provider's policies.

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Effectiveness of the leadership and management is good

The manager has led his team in making a number of improvements to the provision, such as making further use of the outdoor area to provide worthwhile activities for children who prefer to learn outdoors. He regularly meets with each staff member to discuss their performance and organises training days where staff work together to further reflect upon and improve their teaching skills. Staff build good partnerships with nearby schools and help children to feel confident about starting school. For example, they take children to visit their new schools. Safeguarding is effective. The provider is thorough about ensuring the suitability of those she employs to work with children, and staff know what to do if they have concerns to protect a child's welfare.

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Quality of teaching, learning and assessment is good

Staff plan a balanced programme of focused learning experiences and opportunities for children to learn independently. They help children to develop their knowledge, understanding and skills. They notice what children enjoy doing and take part in their play. For example, staff supported children's developing language skills when they joined in with them to act out familiar stories. Other staff helped children further develop their mathematical skills. For example, they encouraged children to describe different shapes and sizes as they built with large blocks. Staff provide plenty of opportunities for children to play imaginatively and develop their physical skills. For example, they provide real vegetables for children to chop up and use to make pretend dinners.

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Personal development, behaviour and welfare are good

Children develop an understanding of the benefits of a healthy lifestyle. They take part in plenty of physical exercise and enjoy the healthy snacks on offer. Staff successfully build children's confidence and self-esteem. For example, they offer praise to children who are helpful or are trying hard. Children learn about the similarities and differences between themselves and each other and develop an appreciation of the benefits of living in a diverse society. For example, staff successfully help children celebrate a wide range of festivals that are important to themselves or their friends.

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Outcomes for children are good

Children develop a good set of skills for their future learning, including the move to school. Children who speak English as an additional language successfully learn to use English to make their needs known, as well as continuing to develop skills in their home language. All children enjoy stories and songs, count and recognise numbers. Children new to the setting learn to trust other people to look after them and to enjoy the experience of being with other children. All children are motivated to learn and have a very positive first experience of learning and being cared for away from home.

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Setting details

Unique reference number EY454177 Local authority Ealing Inspection number 1063079 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 4 Total number of places 25 Number of children on roll 29 Name of registered person Children Come First

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reference number

Date of previous inspection 6 June 2013 Telephone number 07886 596730

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reference number

Children Come First Nursery registered in 2012 and is situated in the London Borough of Ealing. It is open from 8am to 2pm, Monday to Friday, during term time only. The provider receives funding to provide free early years education to children aged two, three and four years. There are seven members of staff, of whom five hold relevant qualifications between level 2 and level 5.

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reference number

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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reference number

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. 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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reference number

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reference number

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reference number

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

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