Conewood Street Childrens Centre

Conewood Street Childrens Centre 14 Conewood Street, London N5 1DL

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Inspection date 6 March 2019 Previous inspection date 12 May 2016

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3

Effectiveness of leadership and management Requires improvement

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3

Quality of teaching, learning and assessment Requires improvement

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3

Personal development, behaviour and welfare Requires improvement

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3

Outcomes for children Requires improvement

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This is a provision that requires improvement

n Leaders' systems for overseeing the quality of teaching do not evaluate the impact of staff's practice rigorously enough to raise teaching to a good level. n Staff do not organise or plan activities effectively to ensure all children are engaged in meaningful learning experiences. As a result, some children do not make as much progress as they could. n Some staff do not model or engage in regular meaningful conversations with children, so some children's speaking and communication skills are not effectively supported. n Children make independent choices in their play. However, on occasion, staff do not fully support older children to try to do things for themselves.

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It has the following strengths

n Leaders and managers work hard to form strong relationships with parents from the very start. n Babies are looked after well. They enjoy a calm and stimulating environment. n The arrangement for a key person works well. Staff have a good knowledge of the children in their care. n Parents speak positively about the nursery and praise the level of care that staff provide their children. They comment that staff get to know younger children's personalities, interests and individual needs, to help them settle well into the nursery.

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What the setting needs to do to improve further

To meet the requirements of the early years foundation stage and Childcare Register the provider must: Due date monitor and evaluate the impact of staff's practice to ensure the quality of teaching is good 03/05/2019

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What the setting needs to do to improve further

provide support for staff to plan and implement activities more effectively, particularly for older more-able children 03/05/2019

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What the setting needs to do to improve further

improve staff's practice to make use of quality interactions and conversations to promote children's language and communication skills. 03/05/2019

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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 provide additional opportunities to support children's independence skills in readiness for school.

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What the setting needs to do to improve further

Inspection activities n The inspector spent time observing children in all areas of the nursery. n The inspector had a meeting with the management team. n The inspector carried out a joint observation with the manager. n The inspector looked at a range of documentation and online assessment records. n The inspector spoke to parents, staff and children.

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Effectiveness of leadership and management requires improvement

Self-evaluation, supervision and monitoring of practice takes place. However, leaders' evaluation of staff's practice is not rigorous enough to raise the quality of teaching to a consistently good level. Arrangements for safeguarding are effective. Staff demonstrate a good awareness of safeguarding and wider child protection issues. Staff use procedures, including risk assessment, to keep children safe. Thorough vetting processes ensure new staff are suitable, and leaders implement robust procedures to verify the ongoing suitability of staff. Although the staff team is well qualified and has regular training opportunities to build on their existing skills, some practice is inconsistent.

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Quality of teaching, learning and assessment requires improvement

The quality of teaching is variable. Some teaching is strong, for example staff help children to make a bus. They encourage the children to develop their thinking skills to make a steering wheel and to decide where they are going in the bus. Staff plan interesting activities. However, the implementation of some planned activities is not always successful. For example, staff do not manage large-group activities sufficiently well and, as a result, children become distracted and do not engage well enough to learn. Staff have developed some effective ways to support children's communication skills, such as by using a small-group session to encourage children's language skills. However, this is not always supported further throughout the day as staff do not always take opportunities to talk with children or model conversational language.

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Personal development, behaviour and welfare require improvement

The weaknesses in some teaching mean that children are not provided with sufficient stimulation and challenge during parts of the daily routine. For example, staff fail to recognise or engage when children become bored and restless at lunchtime. Nevertheless, children behave well. There are effective settling-in routines in place. Babies show that they are emotionally secure, and their attachments with staff are strong. For example, they seek out staff for cuddles when they are tired. Staff have developed strong links with local schools and other agencies, which enable them to seek extra support for children who require it. Children enjoy regular opportunities for fresh air and exercise. Staff promote healthy eating. For example, they implement a specific programme to help promote a healthy early start to life and reduce health inequalities. Staff help children to stay safe as they play. For example, children are reminded to walk

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Personal development, behaviour and welfare require improvement

carefully on the wet decking. Children's achievements are celebrated on displays and in their learning profiles.

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Outcomes for children require improvement

While children make steady progress in most areas, inconsistency in teaching means older children are not fully supported to make good progress. Gaps have been identified in children's communication and language development, but staff are do not ensure these gaps close swiftly. Children develop good physical skills as they sweep away puddles using a broom, outdoors. Children's independence skills are not supported well enough in preparation for their transition to school. Babies play with musical instruments with confidence and select their favourite rhymes.

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Setting details

Unique reference number EY401289 Local authority Islington Inspection number 10074347 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 0 - 4 Total number of places 50 Number of children on roll 54 Name of registered person Conewood Street Children's Centre

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reference number

Date of previous inspection 12 May 2016 Telephone number 0207 5274440

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reference number

Conewood Street Children's Centre registered in 2009 and was formerly registered as Martineau Community Nursery. It is situated in the Highbury area of the London Borough of Islington. The setting is open each weekday from 8am to 6pm, for 49 weeks a year. The provider is in receipt of funding for free early education for children age two, three and four years. The provider employs 20 staff to work directly with children. All staff hold relevant early years qualifications ranging from level 3 to level 7. One member of staff has qualified teacher status.

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

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