Kindred Enfield

Inspection of Bright Stars - Seaton Lodge 79 Southbury Road, Enfield EN1 1PJ

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Overall effectiveness Inadequate

The quality of education Inadequate Behaviour and attitudes Inadequate Personal development Inadequate Leadership and management Inadequate Overall effectiveness at previous inspection Good

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The provision is inadequate

The nursery has recently experienced a turbulent period. There have been a high number of staff changes. New leaders have an effective understanding of the weaknesses of the setting and have plans and ideas of how these can be addressed. However, at the time of the inspection, many of these plans had not yet been put in place. This has impacted on the learning and well-being of children. The programme of learning is ineffective. Staff do not plan activities in a way that ensures learning takes place and builds on what children have learned before. Some staff do not understand the way in which young children learn. For example, they talk to babies about letters of the alphabet or numbers when they are not at this stage of learning yet.

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The provision is inadequate

Staff care about the children and work hard to build good relationships with them. Children approach them if they need comfort or reassurance throughout the day. Children speak a rich variety of languages. Some staff support children well by communicating with them in their home language where appropriate. Children respond well to this and find it comforting and reassuring.

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The provision is inadequate

There are several hazards at the nursery which put children at risk. An example of these risks include part of a blind cord hanging down. This means that children are currently not kept sufficiently safe, as leaders do have effective risk assessment processes in place.

p.2

The provision is inadequate

Systems to keep the nursery clean and hygienic are not currently in place. Excess toilet paper on the floor of children's toilets and dirt around children's sinks puts children at risk of infection.

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need to do better?

n Leaders have identified poor teaching and have put an action plan in place to address this. However, staff have not yet received the targeted support and professional development opportunities that they need to develop. Therefore, staff do not have the skills they need to teach children in a motivating and engaging way. This significantly impacts children's progress. n Leaders do not support staff in how to assess children's development well enough. As a result, staff do not assess children's development accurately. They do not know what children can do and what the next step is in their learning. This means staff do not plan activities that meet children's individual needs. n Staff work with external professionals to identify and support any children with special educational needs and/or disabilities. They use some strategies to support these children, such as getting down on their level to interact with them.

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need to do better?

However, leaders need to embed a wider range of strategies to support these

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need to do better?

19 October 2021 children. This will allow them to understand the daily routines and make progress in their learning. n The curriculum does not meet children's needs. Leaders share what they would like children to learn, but this is not reflected within the rooms. For example, leaders explain how they would like children to learn to share. However, children are not yet able to do this in pre-school room and regularly argue over the same toy without sharing. This demonstrates that leaders have not yet communicated effectively what children should be learning and how this should be taught. n The atmosphere is sometimes chaotic. Children find it challenging to focus and engage in activities. This hinders their learning and puts them at risk at times, for example when children sit on top of each other or climb under the tables or in and out of cots. n The programme of learning for communication and language is not planned and

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need to do better?

taught well enough. Interactions in some rooms are limited and do not support children in making progress in their language development. At times, staff ignore quieter children and they are left to play with toys or wander around the room. n Effective systems to support staff well-being are not yet in place. Leaders put individual risk assessments in place for any member of staff whose personal circumstances require this. However, permanent members of staff are not well supported in rooms. Their colleagues change regularly. This can be stressful for staff and lead to them feeling overwhelmed.

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Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

There are several hazards within the setting which could pose risks to the safety of children. This demonstrates that leaders have not put in place effective systems for risk assessment. Leaders have not trained staff effectively in processes for ensuring the well-being of children. Staff are unsure of who to speak to if they have concerns about the wellbeing of a child. They do not fully understand what they should do if they have concerns about the actions of other staff. Leaders do not always follow the required processes to safeguard children, which puts children at risk. Leaders use effective systems to recruit staff and to ensure their ongoing suitability.

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Due date

19 October 2021 ensure effective risk assessment systems are in place to identify and remove or minimise risks 26/11/2021

p.3

Due date

ensure that systems are in place so that a good level of hygiene is maintained 26/11/2021

p.4

Due date

ensure safeguarding procedures are in line with the local safeguarding partnership guidance and that leaders and staff have a good understanding of safeguarding procedures 26/11/2021

p.4

Due date

ensure the key-person system is effective so that the key person can meet children's needs, including their learning needs. 26/11/2021

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Due date

design a clear, progressive programme of learning for children, and support staff in how to help children achieve these learning goals 26/11/2021

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Due date

consider the individual needs of children with special educational needs and/or disabilities and how to best support these needs 26/11/2021

p.4

Due date

implement systems to support the well- being of staff, including arrangements for effective supervision meetings. 26/11/2021

p.4

Setting details

Unique reference number EY487176 Local authority Enfield Inspection number 10210375 Type of provision Childcare on non-domestic premises

p.5

Registers

Early Years Register, Compulsory Childcare Register Day care type Full day care

p.5

inspection

Total number of places 38 Number of children on roll 36 Name of registered person Bright Stars Nursery Limited

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reference number

Telephone number 07780000958 Date of previous inspection 29 August 2019

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Information about this early years setting

Bright Stars - Seaton Lodge registered in 2015. It is located in Enfield, in the London Borough of Enfield. The nursery is open each weekday from 7.30am to 6pm for 49 weeks of the year, except for bank holidays. It receives funding for free early years 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 provider. n This inspection was carried out following Ofsted's risk assessment process. n The area manager and the inspector completed a learning walk together and discussed the curriculum. n The inspector carried out a joint observation of an activity with the area manager. n Children spoke to the inspector about what they enjoy doing within the setting. n The inspector observed the interactions between staff and children. n The inspector held discussions with staff and parents and took their views into account. n Documentation was reviewed and a discussion was held with leaders.

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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

19 October 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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