Children Come First

Inspection of Children Come First St. Marys Church Hall, Greenford Avenue, LONDON W7 3QP

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Overall effectiveness Good

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

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The provision is good

Children arrive happily, ready to engage in the wide range of activities on offer at this inclusive and welcoming nursery. The key-person system is highly effective, and staff build close bonds with the children and know them well, ensuring their emotional and developmental needs are met.

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The provision is good

Children are encouraged to be independent. They learn to put their coats on by themselves and manage their own personal hygiene, such as wiping their noses and putting tissues in the bin. Staff support children to use cutlery effectively at mealtimes. Children have opportunities to practise these skills in play. For example, they safely use plastic knives to cut real foods in the home corner. Children learn about healthy eating through topics such as 'Harvest'. They grow their own vegetables in the garden and use tools to dig them up while staff talk with them about why the vegetables are healthy to eat. They have plenty of opportunity to develop their physical skills in the outdoor space. Children confidently climb, balance and slide. Staff encourage children to take appropriate risks. This helps to build resilience and independence.

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need to do better?

n Parents speak positively about the nursery, and they report that communication is strong through daily feedback and regular online updates about activities. They feel well supported during significant times, such as potty training or the birth of siblings. For example, the nursery sends home relevant books for children to read with parents to support their emotional well-being. Parents comment on the marked progress their children have made since attending the setting. n Children are supported effectively during their settling-in period. Staff are attentive, giving cuddles when needed, and adapt sessions accordingly to make the transition as smooth as possible. They work closely with parents to establish children's starting points in learning. n The dedicated manager and her long-standing team have high expectations for all children. Children with special educational needs and/or disabilities make noticeable progress in relation to their starting points. Staff plan activities around

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need to do better?

each child's individual needs and interests to ensure progress across all areas of learning. Staff prioritise knowing all the children well and are knowledgeable about each of their developmental needs. They work hard to encourage children who struggle with social interaction to integrate and learn to play alongside others cooperatively. n Overall, teaching is good. Staff model language during play activities, talk with children about what they are doing and demonstrate and support when required. However, at times, staff do not question children during activities to

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need to do better?

19 October 2022 check children's understanding or encourage wider thinking. n Stimulating activities ensure that children focus for sustained periods. They persevere to fit pieces into puzzles and pick up objects with tweezers. They collect water in large pipettes and explore pouring water into a variety of containers to develop their fine motor skills, while staff interact and reinforce new vocabulary. Children learn mathematical concepts while investigating weighing scales. They problem-solve to make the scales balance and learn to use mathematical language, such as 'heavier', 'lighter', 'more' and 'less'. n Staff report they are well supported and receive regular training to keep their knowledge up to date and enhance their practice. They meet regularly to plan and discuss children's progress and next steps. n Overall, children who speak English as an additional language are helped to make good progress. Staff use key words in children's home languages. They

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need to do better?

use flashcards and encourage repetition of words to support their English language development. n Children develop an understanding of cultures other than their own. They learn about religious festivals such as Diwali and Eid, and staff share their cultural experiences with the children, supporting them to understand people's differences. n Children are well supported in beginning to manage their own feelings and behaviours. When children struggle to regulate their behaviour, staff take appropriate action to support them according to the specific needs of the child.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

All staff understand the importance of keeping children safe. They supervise children well at all times and carry out risk assessments to ensure the setting is free from hazards. Staff describe the signs and symptoms of abuse that may cause concern for a child's welfare and know the procedures to follow to report them. Staff regularly update their child protection training, including on the 'Prevent' duty and female genital mutilation. Safer recruitment procedures are implemented to ensure all staff are suitable to work with children. Management continues to check staff suitability throughout their employment.

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should:

n develop staff's questioning skills to enable them to check children's understanding of new concepts and encourage their speech and wider thinking.

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Setting details

Unique reference number 2590687 Local authority Ealing Inspection number 10249049 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

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inspection

Total number of places 30 Number of children on roll 27 Name of registered person Children Come First Ltd

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reference number

Telephone number 07305162979 Date of previous inspection Not applicable

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Information about this early years setting

Children Come First registered in 2020 and is situated in the London Borough of Ealing. It is open from 9am to 2pm, Monday to Friday, during term time only. The provider receives funding to provide free early years education to children aged two, three and four years. There are seven members of staff, five of whom hold relevant childcare qualifications between levels 2 and 6.

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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 provider and has taken that into account in their evaluation of the provider. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n Children communicated with the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. 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.

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Inspection activities

n The inspector observed interactions between staff and children. n The inspector carried out a joint observation of a group activity with the manager. 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.

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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

19 October 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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