Early Learners Centre Pre-School

Early Learners Centre Pre- School TRINITY U R C, 58 Orford Road, London, E17 9QL

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Inspection date

Previous inspection date 23 February 2018 2 May 2014

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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:

 The quality of teaching is variable within the pre-school. Staff do not consistently provide experiences that are appropriate to individual children’s age and stage of development. As a result, children do not always make good progress in their learning.  Staff do not consistently complete precise assessments of all children’s progress to identify their next steps in learning and use this information to plan challenging activities that meet their individual needs and interests.  At times, the management does not monitor staff practice precisely enough to identify the support they need to help them raise the quality of their teaching to a higher level.  The self-evaluation process is not rigorous enough to accurately identify areas where there are weaknesses in practice and improvements are needed.

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It has the following strengths

 The provider has established robust recruitment procedures to ensure that staff are suitable to work with children.  Staff are kind and caring. Children form some warm attachments with staff who care for them. Young children learn to manage their behaviour and share toys by following the example set by staff.  Staff make good use of the outdoor space for learning and children particularly enjoy their physical play and exploration.

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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

 improve teaching strategies so that staff consistently provide children with appropriate levels of challenge in line with their current stage of development 23/03/2018

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Due Date

 ensure that staff accurately identify all children's next steps in learning and use this information to plan challenging activities that help all children make good progress given their age, abilities and starting points. 23/03/2018

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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

 strengthen the existing monitoring of staff practice to tailor more precisely the support given to them, to help raise the quality of teaching to a higher level  refine the process of self-evaluation to identify more accurately weaknesses in practice and areas for improvement, and take action to address them.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact this has on children's learning.  The inspector spoke with staff and children during the inspection.  The inspector completed joint observations with the pre-school manager and deputy manager.  The inspector held a meeting with the pre-school manager, deputy manager and provider. She looked at relevant documentation and evidence of the suitability of staff working in the pre-school.  The inspector spoke to a number of parents during the inspection and took account of their views.

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Effectiveness of the leadership and management requires improvement

Some self-evaluation takes place. However, this is not rigorous enough to identify all areas of teaching and provision where improvement or more focused training is needed. The management team is supportive of staff, children and their families. Staff benefit from ongoing supervision and regular professional development opportunities. For example, staff attend a range of training courses to support children's development. However, staff lack confidence in some aspects of their practice, for instance, in planning activities that closely match individual children's most relevant next steps in learning. The arrangements for safeguarding are effective. Staff attend regular child protection training to ensure that they are aware of current legislation. Appropriate safeguarding procedures are in place for staff to follow and they understand whom to contact if concerns are raised. Feedback from parents is positive. They comment on how well their children have settled at the pre-

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Effectiveness of the leadership and management requires improvement

school and how well they are kept informed about the progress they are making.

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Quality of teaching, learning and assessment requires improvement

The quality of teaching is variable. Staff understand that children learn through play and they routinely observe children's development. However, they do not consistently use this information to plan activities that meet children's individual needs. Weaknesses in assessment mean planned activities do not always provide appropriate levels of challenge for all children. As a result, staff sometimes fail to engage children or sustain their interest. In spite of these weaknesses, children enjoy their time at the pre-school and access a range of activities that generally promotes their learning. For example, all children benefit from regular access to the well-resourced outdoor area.

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Personal development, behaviour and welfare require improvement

Children are not always successfully inspired or encouraged to make as much progress as they can. Nevertheless, staff understand children's care needs and meet these well. Children know, understand and follow the routines of their day well. Children behave appropriately and staff are effective role models. They routinely praise positive behaviour and children's achievements. Staff ensure that children have regular opportunities to exercise and play outside. Children follow appropriate hygiene routines. Staff talk to them about the importance of handwashing to support their understanding of healthy lifestyles and to limit the spread of infection.

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Outcomes for children require improvement

Weaknesses in teaching and the assessment processes mean that children are not fully supported to make good progress. Nonetheless, children are happy, settled and motivated to learn. They enjoy singing a range of familiar songs and rhymes, led by enthusiastic staff. They confidently join in activities that involve making marks and enjoy listening to stories. Children are acquiring some skills in readiness for their eventual move on to school.

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Setting details

Unique reference number EY468617 Local authority Waltham Forest Inspection number 1069753 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 5 Total number of places 40 Number of children on roll 45 Name of registered person Early Learners Centre Ltd

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reference number

Date of previous inspection 2 May 2014 Telephone number 0207 041 9934

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reference number

Early Learners Centre Pre-School registered in 2013. The pre-school employs 10 members of staff. Of these, three staff hold appropriate early years qualifications at level 2 and three hold qualifications at level 3 or above. The pre-school is open each weekday from 8.45am until 3.15pm, term time only.

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

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