Little Pebbles Hendon

Inspection of Little Pebbles Hendon S K L P C (UK), Community Centre 15a, Wilberforce Road, LONDON NW9 6BA

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 Good

p.1

The provision requires improvement

Staff provide a warm and welcoming environment for children. They comfort children with cuddles to help them to feel secure. Children respond positively to praise and reassurance, this supports their emotional well-being. Children behave well. They develop their self-care skills well. Staff encourage them to wash their hands before mealtimes and eat independently.

p.2

The provision requires improvement

Children explore the activities and resources set up for their play and enjoy their time at the setting. For example, children persist for an extended period of time while they are engrossed in a cooking role-play activity. However, on occasions, the organisation of some daily routines, such as large-group activities, are not planned well. At times, staff do not take children's ages and learning needs into consideration and they are not deployed well enough to provide good quality interaction and support children's learning. At these times, children's learning is not maximised. This has an impact on the quality of education which children receive in the nursery and their attitudes towards learning. Consequently, this offsets the progress which children make.

p.2

The provision requires improvement

The provider uses additional funding appropriately. Children with special educational needs and/or disabilities are suitably supported. The manager consults with other professionals to gain the support which children need. She uses funding to obtain resources to support children's learning and exploration.

p.2

need to do better?

n Leaders have a clear plan of what they want children to learn. They design a curriculum based on children's interests and what they need to learn next. Overall, staff have high expectations for all children. However, they do not consistently implement the curriculum well. For example, staff who work with children aged under two years focus on teaching children the names of numbers. This means that children's learning is not sequenced well, as staff do not always build on what children know and can do. n Staff who work with older children have a clear focus on developing children's communication and language. They support children to extend their vocabulary as they introduce new words. Children engage in meaningful conversations. For example, they talk about their experiences of petting animals. Children, including those who speak English as an additional language, are becoming confident talkers. n Children develop an interest in books. Babies explore books with textures and

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need to do better?

sounds, and enjoy when staff read books about animals. Older children like to explore books independently. They recall the main events and characters as they re-enact favourite stories in their imaginative play. However, on occasions during

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need to do better?

22 June 2022 the large-group story time, some children become restless and lose their concentration. This is because staff do not always support children enough for their individual learning needs to be met. n Staff encourage children to self-register on arrival, this helps them to secure their sense of belonging. This also supports children's literacy skills, as they learn to recognise their name. Staff help children to name their emotions as they learn to use the language of feelings. n Children learn to manage their self-care needs on their own. For example, younger children practise feeding themselves. Older children use the toilet themselves and learn to put their aprons on for water play. Children help with small tasks, such as cleaning and tidying up, which helps them to gain a sense of responsibility. n Staff provide ample opportunities for children to practise and strengthen their small muscles. For example, children explore a range of textures, such as slime

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need to do better?

and play dough. They use tools such as rollers or cutters. Children make marks as they use chalk to draw on the ground or paintbrushes to paint colourful flowers. However, there are inconsistencies in the quality of teaching, which impact on how well some children are prepared for the next steps in their learning. For example, on occasion, staff do not provide support to help pre- school children to hold pencils correctly. n Leaders' evaluation of the nursery is not always sufficient. On occasion, they do not deploy staff well within the nursery. Staff who work with children aged under two years have little or no relevant experience. Although, leaders provide them with training, this is not monitored effectively to ensure that weaker practice is improved in a timely manner. n Parents speak positively about the nursery. They say that their children are happy, and staff are welcoming. Parents feel that the communication with the

p.3

need to do better?

nursery is good. They praise the setting for organising workshops for parents, to support children's transition to school further. n Children are always supervised. However, on occasion, leaders do not ensure that staff, who are new to their roles, have a deep understanding of practices that support children's good health. This leads to staff not always extending children's learning as they play. For example, young children use the area of the garden where sand and pieces of dry pasta are on the ground. Staff do not explain how this could be harmful to their physical health.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The manager and staff have a sound knowledge of child protection matters. Staff know how to identify the signs and symptoms of possible abuse and how to report this promptly. They know what actions to take and how to report allegations made against colleagues. Staff show that they implement procedures effectively. For example, they provide first aid and complete accident forms when needed. Staff maintain accurate records of children's attendance. The manager and deputy carry out daily risk assessments.

p.3

Due date

deploy staff appropriately to ensure that every child is supported well in their learning 22/09/2022

p.4

Due date

monitor and evaluate the impact of individual staff's practice and provide them with opportunities for professional development that help them to raise the quality of education to consistently good or higher levels. 22/09/2022

p.4

should:

n review the organisation of the nursery's day, especially during large-group activities, to ensure that all children are consistently supported, and their learning is maximised n ensure that staff, who are new to their roles, develop deeper understanding of practices that support children's good health.

p.4

Setting details

Unique reference number EY477833 Local authority Barnet Inspection number 10236366 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 48 Number of children on roll 56 Name of registered person Jessica Khetani and Kanta Hirani Partnership

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reference number

Telephone number 020 8621 5539 Date of previous inspection 21 September 2016

p.5

Information about this early years setting

Little Pebbles Hendon registered in 2014. It is located in the London Borough of Barnet. The nursery is open for 50 weeks of the year from 8am to 6pm, Monday to Friday, except for Christmas and bank holidays. It provides early funded education for children aged two, three and four years. The provider employs 11 members of staff, of whom nine are teaching staff. Of these, nine hold appropriate childcare qualifications ranging from level 2 to level 6, and two are unqualified.

p.5

Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the manager 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 conducted a joint observation of an activity with the manager. n Children spoke to the inspector during the inspection. 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. n The inspector looked at relevant documentation, including staff's suitability information and training certificates.

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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

22 June 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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