Little Ann Day Nursery

Inspection of Little Ann Day Nursery First Floor, St Albans Church Hall, 1 Whitehorse Lane, London SE25 6RD

p.1

Overall effectiveness Inadequate

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

p.1

The provision is inadequate

Children's safety is not assured because leaders do not ensure that statutory requirements are met. Risk assessments are ineffective, and staff do not have a good enough understanding of some aspects of safeguarding. Children form positive, nurturing attachments with staff. They invite staff to join them in their play and confidently approach them for reassurance when tired. This promotes their self-esteem and sense of belonging. Children enjoy a range of activities, including sand and water play. However, the curriculum is too narrow and does not provide children with sufficient challenge or allow them to acquire all the skills they need for their future learning. Children are supported to develop their understanding of mathematics. However, staff place too much emphasis on asking children about numbers and colours. At times, staff do not always allow children sufficient time to respond. This means that children do not make progress in their

p.2

The provision is inadequate

communication and language as much as they could.

p.2

The provision is inadequate

Nevertheless, children behave well. They understand what is expected of them and receive regular praise from staff. This helps children to develop confidence. Children have some opportunities to develop their self-care skills. For example, children learn to change their own shoes and put their own coats on. However, opportunities to practise their independence is not consistent across all daily routines. Children learn about different cultures and beliefs. They celebrate different cultural festivals, which strengthen their knowledge and understanding of their local community. This helps children to develop a sense of pride.

p.2

need to do better?

n Leaders are keen to improve the quality of provision across the setting. However, systems to monitor the quality of teaching are not robust. This means that gaps in the curriculum are not addressed swiftly so that children achieve to the highest level. n The curriculum at this setting is not ambitious for all children. Although staff plan for and assess children's learning, they do not always have a clear understanding of what they want children to learn next. This means that children do not make rapid progress in all areas of their development. n The quality of teaching is too variable. Staff do not adapt their teaching to take account of the different stages of children's development. For example, babies take part in the same activities as pre-school children. As a result, babies lose interest very quickly. Older children do not receive the time and attention they need to succeed. This impacts on their willingness to learn.

p.2

need to do better?

n Children have some opportunities to develop their communication and language skills. For example, on a local walk, children extend their vocabulary as they identify familiar objects and the features of a flower. They enjoy an array of

p.2

need to do better?

3 March 2022 songs and familiar stories. However, during some planned activities, staff fail to extend children's thinking and do not pay enough attention to children's ideas. This means that children's communication, including those who speak English as an additional language, is not supported well. n Children have regular opportunities to gain fresh air and develop their physical skills outdoors when they go for long walks. This supports their understanding of healthy lifestyles. However, for the duration of this activity, babies stay in the pushchair and do not get the chance to practise their walking skills. This hinders their ability to make swift progress in their physical development. n Staff provide children with nutritious meals, which supports children's learning about healthy choices. However, staff do not support children's growing independence at mealtimes or consider the skills they have or need to develop.

p.2

need to do better?

For example, staff give all children the same food to eat with a spoon. They encourage children to mix their food in the bowl. As a result, some children lose interest and need a lot of coaxing from staff to eat their meal. n Partnerships with other agencies are established. However, leaders do not ensure that information about children who need support from outside agencies is shared with the key person in a timely manner. This means that gaps in children's progress are not addressed quickly. n Parents are complimentary of the setting. They feel well informed about their child's progress and like the staff's warmth towards the children and the home- from-home atmosphere.

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

The provider, who is also the designated safeguarding lead, does not have a secure understanding of the safeguarding policies and procedures for the setting. She is unclear of who to contact if they are concerned about a child's welfare. This places children at risk of harm. Risk assessments lack rigour. Staff do not address potential hazards swiftly. For example, other users of the building sometimes come into contact with children when they use the shared toilet facilities. There is also a broken gate at the bottom of the stairs leading to main exit. This means that children's safety is not assured.

p.3

Due date

3 March 2022 implement a curriculum that is ambitious for children, is well sequenced and builds on what the children already know in all areas of learning 03/06/2022

p.3

Due date

assess the children regularly and ensure that their individual next steps prepare them well for their next phase in education, including those with special educational needs 03/06/2022

p.4

Due date

ensure that children's communication and language skills are supported through child-led activities, skilled questioning and giving children choices 03/06/2022

p.4

Due date

ensure that the provider follows their safeguarding policy consistently and knows who to contact if there are concerns about a child's welfare, and ensure that information is shared effectively 15/05/2022

p.4

Due date

undertake robust risk assessments of all areas that the children use, including those that are shared. 15/05/2022

p.4

Setting details

Unique reference number EY314260 Local authority Croydon Inspection number 10214233 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

p.5

inspection

Total number of places 12 Number of children on roll 12 Name of registered person Murugaiah, Malarrosa

p.5

reference number

Telephone number 0208 653 5033 or 07984 094 453 Date of previous inspection 25 October 2016

p.5

Information about this early years setting

Little Ann Day Nursery opened in 2005. It is situated in Thornton Heath, in the London Borough of Croydon. The nursery opens from 7am to 6pm, Monday to Friday, for 50 weeks per year. The nursery receives funding to provide free early education to children aged two, three and four years. The nursery employs four staff, of whom all hold appropriate early years qualifications at level 3.

p.5

Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The provider joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector spoke with the registered individual about the leadership and management of the setting. n The special educational needs coordinator spoke to the inspector about how they support children with special educational needs and/or disabilities. n The inspector observed the quality of education being provided indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector observed the interactions between staff and children. n The inspector carried out joint observations of group activities and snack time

p.6

Inspection activities

with the provider. n Parents shared their views of the setting with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery. 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 took that into account in their evaluation of the setting.

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.

p.6

Inspection activities

3 March 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.

p.6

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.7

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7