Ladybird Nursery

Inspection of Ladybird Nursery 277 Goldhawk Road, LONDON W12 8EU

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 Not applicable

p.1

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.

p.2

The provision is inadequate

Leaders do not ensure that staff use effective strategies to support children to manage their behaviour. Although most children behave well, there are occasions when children do not display expected behaviours. For example, they snatch toys or hurt their peers. This means that, at times, children do not feel safe and secure.

p.2

The provision is inadequate

Staff do not always teach children that they have control over their body. For example, if a child hurts another child, they are encouraged to cuddle them without asking if they would like a cuddle first. This does not teach children the importance of obtaining consent before touching others.

p.2

The provision is inadequate

The programme of learning is ineffective. Babies are supported well in developing their language and physical skills as they play. However, staff do not plan activities for toddlers and pre-school children to ensure their learning is supported or builds on what children have learned before. Quiet children sometimes receive little attention and are too often unnoticed by staff. Therefore, children are not well prepared for the next stage of their learning, such as starting school.

p.2

need to do better?

n Leaders have not put an effective programme of learning for communication and language in place. In the baby room, staff support children to develop their communication and language skills. They comment on what the babies are doing as they play throughout the day. This helps babies to build their vocabulary. However, in the pre-school and toddler room, there are occasions where children are left to play without staff supporting them to develop their communication and language. This means that some children are not fully supported to make good progress in their language development. n The programme of learning for physical development is poor. Children have some opportunities to develop their physical skills. For example, they climb up and down slides, balance along beams and mix food in the mud kitchen. However, staff do not carefully consider how they can support children in their physical development based on their individual abilities. This means that children

p.2

need to do better?

do not make continuous progress in their physical development throughout their time at the nursery. n Staff in the baby room understand the progress that children have made and what babies need to work towards next. They then plan how to support children in meeting these next steps through play. However, leaders do not ensure that children in the baby room have a named key person. This is a breach of the

p.2

need to do better?

11 April 2022 requirements of the early years foundation stage. Some staff in the pre-school room understand what key children know and need to know next. However, they do not plan learning opportunities to support them to achieve these next steps. This means that the progress that children make overall is not good enough. n Leaders provide some training to support the professional development of staff. They also carry out informal individual supervision meetings and observations with staff. However, leaders do not use these meetings well enough to address weaker practice. This means that staff are not able to successfully fulfil the requirements of their role. n Leaders liaise with external professionals to support children with special educational needs and/or disabilities. However, they do not ensure that staff consistently implement the recommended strategies. This means that children do not always receive the support they need.

p.2

need to do better?

n Children speak a rich variety of languages. However, staff do not use children's home languages in play to help support their communication in both the home and English language. This impacts on some children's progress in their language development. n Partnership with parents is strong. Parents speak highly about the warmth of the staff. They value the daily verbal feedback about their child's day. They find the photos and information of what their children are doing during the day useful.

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

Staff do not have a good enough understanding of the processes they need to follow if they have concerns about the conduct of a member of staff towards children. Staff have not had recent training in safeguarding issues, such as how to identify if a child is at risk of radicalisation. This means that they do not have the necessary knowledge to keep children safe. Staff do not always follow safe sleep guidelines. On occasion, children are put to sleep with cuddly toys in their cots. This could put them at risk of harm. Leaders follow suitable recruitment processes and take up the necessary checks on staff before they commence employment at the nursery.

p.3

Due date

ensure babies are placed down to sleep safely in line with the latest government safety guidance 22/04/2022

p.3

Due date

11 April 2022 train staff to understand and implement the safeguarding policy and procedures 13/05/2022

p.3

Due date

ensure that every child has a named key person 22/04/2022

p.4

Due date

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

p.4

Due date

ensure that staff know what their key children's next steps are and plan opportunities to support them to achieve these next steps 13/05/2022

p.4

Due date

put systems in place to manage children's behaviour in a consistent and appropriate way 13/05/2022

p.4

Due date

put effective strategies in place to support children with special educational needs and/or disabilities and ensure that staff use these consistently 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 2613057 Local authority Hammersmith & Fulham Inspection number 10232429 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 45 Number of children on roll 58 Name of registered person Tots-R-Us Limited

p.5

reference number

Telephone number 0208 741 3399 Date of previous inspection Not applicable

p.5

Information about this early years setting

Ladybird nursery re-registered in 2020. It operates from premises in Shepherds Bush, in the London Borough of Hammersmith and Fulham. The nursery is open each weekday from 8am to 6pm, all year round, except for bank holidays. The nursery employs 11 staff. Eight of the staff hold recognised childcare qualifications, ranging from level 2 to level 4.

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 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 manager. n Children spoke to the inspector about what they enjoy doing at 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 the manager about nursery practices and procedures. n This inspection was carried out following Ofsted's risk assessment process.

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

11 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.

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