Clayhall Nursery & Pre-school

Inspection of Clayhall Nursery & Pre- school 208 Clayhall Avenue, Ilford, Essex IG5 0LE

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Overall effectiveness Inadequate

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Inadequate Leadership and management Inadequate Overall effectiveness at previous inspection Not applicable

p.1

The provision is inadequate

Children's health and safety is not assured. Leaders and managers do not ensure that staff follow the setting's policies and procedures in relation to accidents. Staff do not always maintain a record of accidents or share information effectively with parents to enable them to continue children's care at home. Children have access to a range of resources, both indoors and outdoors. However, staff do not respond to each child's emerging needs or guide their learning effectively. Low expectations in relation to teaching mean that the manager does not identify or address poor practice effectively, to help staff improve.

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The provision is inadequate

At times, young children, including those who speak English as an additional language, spend long periods with no interaction from staff and/or their peers. Some children play alone and, consequently, they do not progress in their speech and language development as well as they could. Children are not motivated sufficiently to join in some activities. For example, during story time with the babies, toddlers and young children are not stimulated and become disinterested as a result. Staff do not encourage them to get involved. Young children, therefore, do not develop the listening and concentration skills which are needed for future learning. Children generally understand what is expected of them. They are familiar with routines such as washing their hands independently before they eat their healthy food at snack time and lunchtime. Children enjoy being physically active in the fresh air. Overall, leaders and managers do not have high enough expectations

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The provision is inadequate

for the children who attend the nursery.

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need to do better?

n The manager has a clear picture of what she wants the children to learn and what the broad curriculum must be. However, weaknesses in staff supervision, training and support means that the quality of education is not consistently promoted throughout the nursery. Consequently, the quality of the curriculum is not good enough. For example, staff in the pre-school interact effectively to support children's learning as they build a volcano and use paints to represent a lava flow at the summit. However, staff who work with younger children lack the skills to consistently engage and stimulate children's curiosity to explore. At times, babies and toddlers wander around aimlessly. Staff sometimes overlook opportunities to extend young children's interests and to build on what they already know and can do. Babies and toddlers do not develop skills across all areas of learning. n Leaders and managers do not ensure that staff always maintain a record of

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need to do better?

accidents and share the information with parents as required. These weaknesses of the safeguarding and welfare requirements have a significant impact on children's health and well-being.

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need to do better?

27 August 2021 n Leaders and managers do not always guide staff to complete the required progress checks for children aged between two and three years old, clearly highlighting the developmental levels and needs of individual children. n Staff are not effectively deployed so that they recognise when children have accidents. This compromises children's health and general welfare. n Generally, staff keep parents informed about their children's care and daily activities. However, they are not aware what learning intentions their children are working on. n The key-person system is not effective enough to ensure that each child benefits from a settled, secure relationship with a familiar member of staff. Staff do not know their key children well enough to ensure they can meet their learning and development needs. Children who learn English as an additional language do not receive the support they require. Staff do not have effective plans in place for

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need to do better?

them to use their first language at the nursery and to ensure that they become proficient in English. n Older children manage their feelings effectively. They are happy and demonstrate that they enjoy their time at the pre-school. For example, they climb up the climbing frame and down the slide enthusiastically. They are ready for their next steps in transitioning into school. n The manager has systems in place to monitor children's attendance. Children demonstrate, through their actions, that they understand the behavioural expectations at the nursery. Where behaviour is unacceptable, staff are consistent in managing this in a positive manner. n The nursery's self-evaluation is weak. Leaders and managers do not ensure that their evaluation of the setting identifies gaps or drives improvement. This has a negative impact on children's learning experiences.

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Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

The manager and staff understand the procedures to follow in the event of a child protection concern. However, they do not always follow the setting's policies and procedures in relation to accidents and this compromises children's safety and well- being. Staff deployment and the key-person system are not fully effective. Leaders implement robust recruitment procedures which help to ensure that staff employed are suitable to work with children.

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Due date

27 August 2021 implement effective systems for leaders and managers to coach, guide, and mentor staff and to ensure they offer quality learning and development experiences for children 13/09/2021

p.3

Due date

provide a written summary to parents of each child's progress between the ages of two and three years and highlight child development strengths and emerging concerns, so that parents know the areas key persons will be working with them on, and implement an effective procedure for sharing this information with other relevant agencies 13/09/2021

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Due date

ensure that staff maintain a written record of any accidents and first-aid treatment given and inform parents and/or carers the same day, or as soon as reasonably practicable 13/09/2021

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Due date

improve staff deployment in the baby and toddler room, to ensure staff engage with children to extend their learning 13/09/2021

p.4

Due date

ensure that the key-person system is implemented effectively to provide children with support and stability. 13/09/2021

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Setting details

Unique reference number EY552289 Local authority Redbridge Inspection number 10174158 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

p.5

inspection

Total number of places 44 Number of children on roll 48 Name of registered person Apex Vidler Holdings Ltd

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reference number

Telephone number 020 8551 2577 Date of previous inspection Not applicable

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Information about this early years setting

Clayhall Nursery & Pre-school registered in 2017. It is located in Ilford, in the London Borough of Redbridge. The provision is open each weekday, between 8am and 6pm, for 51 weeks of the year. There are 11 staff, all of whom hold early years qualifications between levels 2 to 6. The provision provides free early education for children aged two, three and four years.

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Inspection activities

n This was the first routine inspection the setting received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the setting. n The inspector spoke with parents and considered their views. n The inspector carried out a joint observation with the manager and discussed strengths and weaknesses in the quality of education. n The inspector and the manager completed a learning walk together to check the safety of the premises and to gather information about the curriculum provided. n The inspector spoke with staff and children at appropriate times during the inspection. n The inspector observed the staff and children interact, and assessed the impact of this on children's learning. n The inspector held a meeting with the manager and looked at relevant documentation and evidence of suitability of staff working at the nursery.

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Inspection activities

n The inspector spoke with the provider to understand the support that she gives the management team.

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Inspection activities

We carried out this inspection 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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Inspection activities

27 August 2021 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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