Chingford House Nursery

Chingford House School 22 Marlborough Road, London E4 9AL

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Inspection date 15 April 2019 Previous inspection date Not applicable

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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 The provider and new manager have developed a useful action plan that identifies targets for improvement. This has been shared with parents and has been positively accepted by the staff team. However, this is not fully embedded to ensure rapid improvement. n Staff are not always deployed to ensure children's individual needs are met and to keep them fully engaged. This is especially the case in the outdoor play area. n Staff do not accurately assess children's development to help them recognise gaps in learning and identify when further support and interventions are needed for children.

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It has the following strengths

n Parents make positive comments about the care provided by staff. They say they feel involved in their children's learning. They appreciate new activities, such as the forest school trips, and enjoy contributing to special events at the nursery. n Staff support children effectively to learn how to manage their emotions and feelings. Children behave well and are encouraged to respect their friends and share with one another. n Staff fully engage children in developing their imagination during role play. Children are animated and expressive when using props and singing as they act out the animals from their favourite story.

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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 improve staff deployment, particularly in the outdoor area, to meet each child's individual care and learning needs more effectively 29/04/2019

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What the setting needs to do to improve further

ensure staff make precise assessments of what children know and can do and identify accurate next steps in their learning. 29/04/2019

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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 ensure that self-evaluation is effective and that identified actions are addressed in a timely manner.

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What the setting needs to do to improve further

n The inspector observed the quality of teaching and support for children's learning indoors and outdoors. n The inspector carried out two observations with the manager to assess how well leaders monitor the quality of teaching and risk assessments. n The inspector held a meeting with the provider and manager to discuss aspects of their leadership and how they support staff. n The inspector looked at a sample of documents, including children's records, staff supervision records and staff training certificates. n The inspector talked to parents and staff during the inspection and took their views into account.

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Effectiveness of leadership and management requires improvement

Newly implemented systems to monitor and support staff practice are not embedded. As a result, the quality of teaching and learning across the nursery varies. An action plan to target areas for improvement is in place but it is too early to measure the impact. Safeguarding is effective. Staff have completed paediatric first-aid training and improved their knowledge of safeguarding. The provider ensures that adults are suitable to work with children. Induction and ongoing training enables staff to know the procedures to follow if they have any safeguarding concerns. Risk assessment procedures have been improved to support the management of a safe environment for children. For example, additional measures have been implemented to secure fire safety equipment and loose floorboards.

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Quality of teaching, learning and assessment requires improvement

Assessment procedures are not rigorous. Staff do not routinely know what children need to do next to support their learning and help them make strong progress. Leaders and managers do not ensure that all staff are able to assess children's abilities and interests accurately to inform their planning. They make use of opportunities in children's play to extend their language skills and promote their early understanding of mathematics. For example, younger children are curious and enjoy the texture of sand as they weigh, measure and pour it into the indoor sandpit. Staff engage positively with older children and ask questions to encourage their thinking. For example, they encourage children to count how many more pieces they will need for a construction. They help develop children's understanding of how connections support the structure when building a train track.

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Personal development, behaviour and welfare require improvement

Staff do not routinely plan or use the environment effectively to provide consistency in the care children receive. They do not communicate well enough, particularly during outdoor play. Overall, children show confidence when deciding where they want to play. They cheerfully greet familiar staff and visitors. They are beginning to learn to take turns and share resources. In the baby room, staff use the space resourcefully to encourage babies to move around and develop their physical skills. Staff use mealtimes for children to develop an understanding of healthy lifestyles and social skills.

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Outcomes for children require improvement

Overall, children make steady progress from their starting points and develop good social skills. However, weaknesses in staff deployment and the quality of teaching do not ensure that children make good progress. Children's physical skills develop well as they enjoy regular access to the garden. Older children listen attentively to staff when managing the stairs and climbing on the outside equipment. They gain some of the skills they need to be ready for the move to school. Children are increasing their independence and are confident to talk about what interests them most.

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Setting details

Unique reference number EY552668 Local authority London Borough of Waltham Forest Inspection number 10087160 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care Age range of children 0 - 5 Total number of places 68 Number of children on roll 0 Name of registered person Akhtar, Zarkar Khatoon

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reference number

Date of previous inspection Not applicable Telephone number 02085272902

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Chingford House School registered in 2018 under new organisation. It is situated in Chingford, in the London Borough of Waltham Forest. The setting is open each weekday, from 8am to 6pm, for 48 weeks of the year. The provider employs 18 members of staff, most of whom hold appropriate early years qualifications. This includes one member of staff who holds qualified teacher status. The provider is in receipt of free early years education to children aged three- and four-years-old.

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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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