b_together

Inspection of b_together 49 - 51, St. Johns Wood High Street, London NW8 7NJ

p.1

Overall effectiveness Requires improvement

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

p.1

The provision requires improvement

Children are happy to come to this nursery. Staff get down to their level to interact with the children and speak warmly and positively to them. Staff are quick to comfort children with a cuddle or words of reassurance when needed. This means that children build close relationships with them.

p.2

The provision requires improvement

Leaders work hard to provide an environment where children can explore and develop their curiosity and confidence. Children enjoy developing their physical skills as they climb on the climbing areas around the nursery space. They benefit from the opportunity to take part in yoga or cookery in specially designed areas.

p.2

The provision requires improvement

The quality of interactions between children and staff is variable. Children enjoy developing their language through the many opportunities they have to listen to stories and join in with songs. However, on occasion, they are left to play with limited interactions from staff. Therefore, some children do not make sufficient progress in their communication and language.

p.2

The provision requires improvement

Children behave well most of the time. They are able to focus on tasks for age- appropriate time periods and play well with their peers. At times, some toddlers find it challenging to share or take turns. For example, on occasion, children throw books if it is not their turn to choose which book staff read to a small group. Leaders are aware that this is an area which children are finding more difficult and are working with staff to help children develop these skills.

p.2

need to do better?

n The nursery has been through a challenging time in recent months with regard to staffing. There has been a high turnover of staff and high levels of staff sickness. Therefore, some newer staff currently in place have not been given the targeted support and professional development opportunities that they need to develop their teaching skills. Leaders have a suitable plan in place for professional development opportunities to ensure that the teaching skills of staff are of a consistently high standard. n Partnerships with parents are strong. Parents speak highly about the warmth of the staff. They value the daily verbal feedback about their child's day and find the photos and information on the nursery app very useful. Staff update the app regularly to inform parents of what the children have been doing. n Leaders have a good understanding of what children need to know at the different ages and stages of development. There are times when staff have

p.2

need to do better?

thought carefully about how to deliver this programme of learning. For example, children build a tower together and take turns to place blocks on the tower with the support of a member of staff. However, some staff do not plan activities

p.2

need to do better?

5 April 2022 with a clear purpose to help children make progress in their learning. For example, when children play with flour, staff are unable to explain what they would like them to learn from this activity. Therefore, the quality of teaching is inconsistent. n Some staff can explain what key children know and need to know next. They then support children to achieve these next steps as they play. However, others are unable to explain what the next steps in their key children's learning are. Therefore, they do not plan opportunities to support these children in making progress. This means that progress that children make is variable. n On occasion, staff do not support and encourage quieter children to join in with activities. There are occasionally periods of time when quieter children sit and observe. This means that these children do not make as much progress as they could during these times. n Leaders understand how to support children with special educational needs

p.2

need to do better?

and/or disabilities. They work hard to identify any early concerns and work with parents to put an individual plan in place for children who need it. Leaders work with external professionals where necessary to meet the needs of these children. n Children speak a rich variety of languages. However, staff do not use children's home languages in play to help support their development of both their home language and English. n Children enjoy the nutritious food that they are provided with. Staff teach even the youngest children to feed themselves with a spoon. This supports children to develop their fine motor skills and independence.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Staff understand what to do if they have concerns about a child. They receive safeguarding training as part of their induction and this is updated on a regular basis. Leaders have a strong understanding of the necessary safeguarding processes to follow. They stay up to date with safeguarding issues through attending local authority meetings. Leaders follow robust systems for recruitment and ensure that all necessary checks are in place before staff start at the setting. Staff carefully consider children's dietary needs and supervise children closely as they eat. This ensures that children are kept safe as they enjoy their food.

p.3

Due date

identify inconsistencies in teaching and provide targeted support to improve this 13/05/2022

p.3

Due date

5 April 2022 ensure that staff are proactive about supporting every child to participate fully, including those children who may choose to communicate less 13/05/2022

p.3

Due date

ensure that staff understand what their key children need to learn next and how to achieve this 13/05/2022

p.4

Due date

improve support for children who speak English as an additional language, to raise their achievements to a higher level. 13/05/2022

p.4

Setting details

Unique reference number 2633386 Local authority Westminster Inspection number 10233256 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 80 Number of children on roll 80 Name of registered person Intergenic Limited

p.5

reference number

Telephone number 07447805405 Date of previous inspection Not applicable

p.5

Information about this early years setting

b_together registered in 2021 and is situated in the London Borough of Westminster. It is open from 8am to 6pm Monday to Friday, all year round. The setting currently employs 11 staff. Of these, two hold level 6 qualifications and seven hold level 3 qualifications.

p.5

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 The senior 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 senior 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 had discussions with staff and parents, and took their views into account. n The inspector held discussions with leaders about nursery practices and procedures.

p.6

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

5 April 2022 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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