Happy Tree (Croydon) Limited

Happy Tree (Croydon) Limited City House, 420 London Road, Croydon, CR0 2NU

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Inspection date

Previous inspection date 22 November 2017 16 April 2014

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This inspection: Inadequate 4

Effectiveness of the leadership and management Inadequate 4

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This inspection: Inadequate 4

Quality of teaching, learning and assessment Inadequate 4

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This inspection: Inadequate 4

Personal development, behaviour and welfare Inadequate 4

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This provision is inadequate

 Staff fail to identify and meet the learning needs of all children, in particular those who are learning English as an additional language. They do not put in place appropriate interventions for individual children who require additional support. This restricts children from making as much progress as possible.  Staff do not make accurate observations and assessments of all children's initial or ongoing progress. They are not aware of some children's level of development and do not identify their next steps in learning. Therefore, staff are unable to plan activities that challenge and support children to make good progress.  Staff interactions with children are variable. They do not support good learning opportunities that are targeted to children's individual levels of development. Staff do not effectively engage children in play and fail to offer appropriate levels of challenge.  The manager does not provide effective supervision, support or guidance for staff to

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This provision is inadequate

raise the quality of practice to a good level. She has identified some areas of weakness. However, she has not yet tackled weaker aspects of staff's practice fully and children's emotional well-being is not supported well.  Self-evaluation is not effective in identifying all improvements that are required.

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It has the following strengths

 Staff support children's understanding of diversity well. For example, children learn about each other's different cultures and visit local elderly people's homes.

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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 each child, particularly those who speak English an additional language, receives specific tailored support to meet their individual needs and help them to make good progress 10/01/2018

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Due Date

 ensure that observation and assessment of children's development, including their initial starting points, are regular and precise so that staff have an accurate understanding of children's skills and abilities, and can plan suitably challenging experiences 10/01/2018

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Due Date

 ensure staff interact consistently well with children, identifying when they need further support to engage with and enjoy play to support their emotional well-being, and offering appropriate levels of challenge to support their good outcomes 10/01/2018

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Due Date

 address any weaknesses in staff's practice and implement an effective programme of professional development to help achieve good standards of care and learning. 10/01/2018

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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

 make accurate use of self-evaluation to identify and address weakness in teaching, learning and assessment effectively.

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Inspection activities

 The inspector observed teaching practices and the impact on children's learning.  The inspector held discussions with the manager, staff, children and parents.  The inspector read some of the nursery's documentation, including the safeguarding policy and procedures.  The inspector sampled children's development information and records.  The inspector completed a joint observation with the manager and held discussions in relation to children's learning and progress.

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Effectiveness of the leadership and management is inadequate

There are significant weaknesses in the leadership and management of the nursery. The manager has identified some underperformance among staff and is aware of some issues in their practice. However, she has failed to ensure that effective action is taken to raise the quality of staff's observation, assessment and teaching. This has a negative impact on children's progress. Self-evaluation is not effective. The manager has not identified all weaknesses in staff practice and children's poor experiences. However, she has made some positive improvements and has recently enhanced partnerships with parents. For example, parents now complete 'weekend diaries', sharing information with staff about children's experiences and achievements at home. Safeguarding is effective. Staff can identify the signs and symptoms of abuse. They know the procedures to refer any concern, including an allegation against an adult working with children. The manager

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Effectiveness of the leadership and management is inadequate

carries out thorough investigations of complaints and ensures all staff are suitable to work with children. She uses risk assessments effectively to help keep children safe in the indoor and outdoor environments. The manager monitors the progress that groups of children make in their learning, such as boys and girls. However, this is not fully effective due to the inconsistent assessment of individual children's development.

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Quality of teaching, learning and assessment is inadequate

Despite having appropriate qualifications, staff do not assess the starting points for all children and do not accurately assess their development. They do not ensure that all children have next steps in learning and appropriate experiences planned for them. Staff do not support children who speak English as an additional language well. Staff do not help them to understand the routines and, at times, children are very unsure of what is happening. Due to a lack of support, some children do not engage well in play and spend time wondering around the playrooms aimlessly. Staff do not always take into account children's individual needs when planning activities. For example, children who have very limited English language, are expected to sit for 20 minutes, listening to stories and conversation without any support. Some staff do support children's learning well and plan activities that are more appropriate. For example, pre-school children enjoy learning about

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Quality of teaching, learning and assessment is inadequate

road safety, looking at pictures they have taken on a recent trip. However, other staff members do not know how to support children's learning and ask questions that are far too difficult for young children to understand.

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Personal development, behaviour and welfare are inadequate

Staff do not support children's emotional well-being effectively and some children do not enjoy a variety of play. Staff do not quickly notice when children need further support to help them engage in play and, at times, children are distracted and bored. In the baby room, staff make babies wait for long periods of time before their lunch. They sit them at the table 10 minutes early and babies cannot cope with having to sit and wait, leading to them becoming very upset and agitated. Staff support children's healthy lifestyles well. Children enjoy nutritious home-cooked meals and plenty of physical play. For example, children take part in regular yoga sessions, helping to develop their body movements, coordination and balance. Staff are caring and generally build positive bonds with children. They support children's behaviour well and children develop secure social skills. Overall, they play together happily, such as when building sandcastles.

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Outcomes for children are inadequate

Not all children make sufficient progress in their learning. Poor observations, assessments and planning mean that staff are not meeting children's individual needs. Children who speak English as an additional language do not catch up quickly with their communication skills and gaps are not closing effectively. Overall, babies are settled and enjoy exploring their cosy environment, showing secure early physical development. Two-year-old children show creativity, for example, as they explore dough, and pre-school children learn to write their name. However, children are not appropriately challenged. They are making insufficient progress in developing the essential skills needed for their next stage of learning and in preparation for starting school.

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Setting details

Unique reference number EY469381 Local authority Croydon Inspection number 1069799 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 0 - 4 Total number of places 88 Number of children on roll 92 Name of registered person Happy Tree (Croydon) Limited

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reference number

Date of previous inspection 16 April 2014 Telephone number 02086843595

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reference number

Happy Tree, Croydon Limited registered in 2013. This nursery operates in Croydon and is open each weekday between 8am and 6pm for 51 weeks of the year. There are 13 members of staff, all of whom hold appropriate early years qualifications between level 2 and level 3. The nursery receives funding to provide free early education for children aged two, three and four years.

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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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