Hanover Playschool at Priory Heights

Inspection of Hanover Playschool at Priory Heights Priory Heights, Wynford Road, London N1 9SG

p.1

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

p.1

The provision is inadequate

The provider does not have an adequate understanding of some of the early years foundation stage requirements. This has an impact on their ability to monitor and support staff to ensure they are fulfilling their roles and responsibilities. Leaders do not have effective risk assessment processes in place to ensure children are kept safe. The inspector identified several hazards at the setting. These included fire exits not being kept clear, trip hazards both indoors and outdoors, and equipment that has not been maintained appropriately and is not clean. The deployment of staff to keep children safe is not always adequately maintained. For example, children have accidents, but these are not always seen by staff members. This means that children's safety and well-being are compromised at the nursery.

p.2

The provision is inadequate

There are times during the day when staff do not have high enough expectations for children and do not understand their learning needs. Children have limited opportunities to make choices and explore their own ideas and interests. During focused activities, children become bored and restless because they are waiting too long and the activity does not challenge them. This does not encourage children to feel positive about their learning. However, when children do get a chance to lead their own play, they show imagination. For example, they pretend to buy ice creams and eat them, discussing what flavours they like. They work together and teach each other to push pedals on the bike.

p.2

need to do better?

n Some children are given opportunities to develop self-care skills such as washing their hands, putting on coats and shoes and tidying up. However younger and less-able children are not given opportunities to learn these skills. Staff often take on these tasks for children without explaining, encouraging and supporting children's learning. The impact is that children are not given enough opportunities to develop independence skills and are not being taught how to keep themselves safe. n Children are generally happy at the setting. However, because the curriculum is not planned and implemented effectively, they lose interest and do not persevere. Staff are often busy with other tasks, such as tidying up, setting up for lunch or clearing away. The curriculum is not well sequenced, ambitious and challenging for the children. This means that children do not receive a high- quality learning experience across the seven areas of learning.

p.2

need to do better?

n Staff attend training to support their professional development. They have regular supervision sessions with leaders. However, these sessions do not identify and address all weakness in practice. This has an impact on the consistency of the quality of teaching and learning. n Some children make relationships with one another. They play together with

p.2

need to do better?

9 May 2022 large transport toys, pushing trucks along and pretending to be fire engines. Children enjoy running, jumping and playing games with one another in the outdoor area. They like to mix paints with their hands and see how the colours change. They comment on the texture of the paint, such as being 'sticky and gooey'. n Staff have some idea of what they want children to learn. However, they do not plan effectively to support children's individual interests or learning needs. Staff focus more on the outcomes of activities, such as ensuring children produce a picture to take home. They do not give enough consideration to helping children to build on their skills and knowledge. Therefore, children do not make the progress they are capable of. n Children speak a variety of languages. However, not all staff are aware what these are, and leaders have not identified or implemented strategies to support

p.2

need to do better?

these children. This means that children, including those who may be disadvantaged and those who speak English as an additional language, are not making as good progress as they could be. n Parents leave their children at the front door and do not currently access the setting due to the COVID-19 pandemic. They say that the staff are kind and caring, and they value the daily feedback they receive. However, parents comment that they are not aware of what their children are learning and what their next steps for learning are. They discuss that they would like more opportunities to contribute to their children's learning.

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

Leaders have not put in place effective systems for safety and risk assessment to ensure children are kept safe. Children's attendance is not being recorded and monitored adequately by the setting, and staff are not being deployed effectively to ensure children are kept safe. Staff have knowledge of safeguarding and child protection issues. They know what to do if an allegation was made against them or a member of staff. Important safeguarding information is displayed for all staff to access easily.

p.3

Due date

9 May 2022 implement effective arrangements for the supervision of staff to provide support, coaching and training for the practitioners and promote the interests of children 06/06/2022

p.3

Due date

ensure that fire exits are kept clear and the area is accessible in the event of a fire 06/06/2022

p.4

Due date

ensure that children are not exposed to risks, particularly in the outdoor area 06/06/2022

p.4

Due date

ensure that staff are deployed effectively to keep children safe at all times 06/06/2022

p.4

Due date

ensure that the hours of attendance of all children are recorded accurately at all times 06/06/2022

p.4

Due date

improve knowledge and understanding of what must be notified to Ofsted. 06/06/2022

p.4

Due date

provide challenging and enjoyable experiences for children, based on their individual interests and learning needs, to support their progress in all seven areas of learning 30/06/2022

p.4

Due date

ensure that children who speak English as an additional language are supported so they make good progress in their overall development 30/06/2022

p.4

Due date

develop partnerships with parents so they are involved in their children's learning 30/06/2022

p.4

Due date

improve transition times throughout the day to ensure there is not excessive waiting time for children. 30/06/2022

p.4

Setting details

Unique reference number EY426616 Local authority Islington Inspection number 10221834 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 22 Number of children on roll 16 Name of registered person Hanover Playschool Committee

p.5

reference number

Telephone number 02077137366 Date of previous inspection 5 July 2019

p.5

Information about this early years setting

Hanover Playschool at Priory Heights registered in 2003. The nursery is based in Priory Green, in the London Borough of Islington. It is open between 9.15am and 3.15pm each weekday during school term times. The provider employs seven staff, most of whom hold appropriate early years qualifications. The manager is an early years teacher. The nursery receives funding to provide free early education for children aged two, three and four years.

p.5

Inspection activities

n This is the first routine inspection the provider 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 We carried out this inspection as a result of a risk assessment process, following information received about the provider. n The manager led the inspector on a learning walk and told the inspector about what they want children to learn at nursery. n The deputy manager carried out a joint observation of an activity with the inspector. They looked at how well staff teach and what they want children to learn. n The inspector held discussions with the manager, the deputy manager and staff throughout the day. n The inspector observed children at play throughout the nursery. n The inspector spoke with parents and gathered their views about their experiences of the nursery. n Children spoke to the inspector during the inspection.

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Inspection activities

n The inspector looked at documentation relating to the suitability of those working with children, such as their qualifications, first-aid certificates and Disclosure and Barring Service checks.

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

9 May 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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