Pardes House

Pardes House Pardes House, Hendon Lane, London N3 1SA

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Inspection date 5 March 2019 Previous inspection date 14 March 2016

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This inspection: Good 2

Previous inspection: Good 2 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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This provision is good

n The manager and staff skilfully blend faith-based learning with all areas of learning and development to create exciting, well-planned, adult-led activities and an inviting environment. This helps support children to gain new skills effectively and build on their learning. n Parents talk positively about the kindergarten. They talk enthusiastically about how their children enjoy coming to the kindergarten, how they are given many opportunities to share information about their children's learning, and that they understand how they are able to support them at home. n Children learn about letters in both the English and Hebrew alphabets and the sounds they represent. Daily visits from the Rabbi are looked forward to and he uses excellent skills to support children's understanding. For example, he encourages children to form the symbols using pretzels. n Children enjoy their time at the kindergarten. They are inquisitive, confident and

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This provision is good

friendly. Children form close bonds with staff and this helps them to feel secure. They develop a sense of belonging as they bring items into the kindergarten to be viewed by others and look at photographs of their achievements on display. n Children make good progress. They achieve the levels of development that are typically expected for their age and many exceed these. Children who need extra help to develop some key skills benefit from targeted teaching that helps them swiftly to close any gaps. n The manager evaluates the quality of teaching at the kindergarten well. She observes staff practice, coaches and sets action plans for improvements. However, the programme for the staff professional development is not sharply focused enough on raising the quality of teaching to the highest level. n Occasionally, staff do not help children understand about taking risks and how to keep themselves safe.

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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

n increase opportunities for staff to attend training in order to raise the quality of teaching to the highest level n review and strengthen the way staff help children learn about risky behaviour and how to keep themselves safe.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching during indoor and outdoor activities and assessed the impact this has on children's learning. n The inspector observed an adult-led activity and evaluated it with the manager. n The inspector held a number of discussions with the manager and staff. She looked at relevant documentation and evidence of the suitability of staff working at the kindergarten. n The inspector spoke to children at appropriate times throughout the inspection. n The inspector spoke with parents during the inspection and took their views into account.

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Effectiveness of leadership and management is good

Safeguarding is effective. Staff have a good knowledge of child protection issues and know how to identify any signs that a child may be at risk. They know the procedures to follow if they have a concern and how to report it. Staff recruitment follows safe practice and the suitability of all adults in contact with children is checked. The kindergarten is checked daily to ensure it is safe and secure for children. Partnerships with the host school are well established and help to support children very well when they move on to the next stage in their learning. The manager and staff review children's developmental records, individually and in groups, to check if there are any areas in their learning that need more attention. The manager evaluates the quality of the kindergarten effectively. She takes account of the views of parents and local authority advisers when planning for ongoing development and improvements.

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Quality of teaching, learning and assessment is good

Children benefit from an appropriate balance of adult-led activities and opportunities for independent play. Staff are responsive to children's emerging ideas. For example, children's interest in the hairdressers has been incorporated into the role-play area and they busily engage in pretending to cut one another's hair. Children are encouraged to think creatively. Children develop interesting story lines in their role play, such as deciding where the plane will go or pretending which type of ice cream they will sell in their shop. They work together well and decide how to organise the shop. Staff support children's literacy skills successfully. Children enjoy listening to stories and practising their mark-making and cutting skills. Staff monitor children's progress well. They establish starting points, and observe and plan activities which target children's individual needs. They share this information with parents, who are encouraged to

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Personal development, behaviour and welfare are good

Children learn about leading a healthy lifestyle. They have ample opportunities to build on their physical skills in the well-resourced playground, enjoy fruit and water for snacks and follow good hygiene procedures. Staff are good role models. They ably use scripture themes to support children to learn about good behaviour, such as kindness and honesty.

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Outcomes for children are good

Children are independent. They move freely within the kindergarten and make choices about which resources they would like to play with. They are beginning to understand about daily routines and listen and follow instructions well. Children benefit from focused group activities that introduce numbers, counting, letters and sounds. This helps children to develop early skills in mathematics and literacy that give them a good foundation for later learning. This supports their move on to school well.

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Setting details

Unique reference number EY222672 Local authority Barnet Inspection number 10061394 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care Age range of children 2 - 4 Total number of places 64 Number of children on roll 67 Name of registered person Ambergale Ltd

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reference number

Date of previous inspection 14 March 2016 Telephone number 0208 371 8292

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reference number

Pardes House registered in 2002. It operates from a building located within the grounds of Pardes House Primary and Grammar Schools, in Finchley in the London Borough of Barnet. The kindergarten serves the Jewish community and caters for boys only. It is open from 9am until 3.45pm on Monday to Thursday, and from 9am until 12.15pm on Friday, during term time. The kindergarten employs 16 staff, eight of whom hold relevant early years qualifications at level 2 or above. The kindergarten is in receipt of funding for the provision of free early years education for children aged 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.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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