Jan Pre-School and Nursery

Inspection of Jan Pre-School and Nursery 155 Vicarage Road, London E10 5DU

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Overall effectiveness Inadequate

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

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The provision is inadequate

Leaders do not effectively monitor the quality of the nursery. They have not taken sufficient actions to address key areas of weak practice. Although, children feel safe in the care of staff, their safety and well-being are put at potential risk. Staff do not fully understand their safeguarding responsibilities, and this compromises children's safety. They do not have a comprehensive understanding of procedures to follow if they have a concern about a child's welfare and if an allegation is made against staff members. This put children at risk of harm.

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The provision is inadequate

At times, the required staff-to-child ratio is not met. This sometimes leads to inconsistencies in the quality of teaching and interactions, which impacts how well staff meet children's learning and developmental needs. Consequently, children do not make as much progress as they are capable of.

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The provision is inadequate

Despite weaknesses, children arrive eager to play and are greeted warmly and enthusiastically by the staff. They enjoy a variety of activities and play experiences. Leaders design an ambitious curriculum. However, they do not evaluate and monitor the effectiveness of its implementation. For example, although the setting's focus is children's communication and language development, staff do not always use effective strategies to support children's language well enough. Children behave well and staff are good role models of behavioural expectations in the setting. However, at times, staff do not have high enough expectations of children, and just supervise them at play, rather than maximising their learning. Consequently, children's attitudes to their learning are affected as they become bored and disengaged.

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need to do better?

n The manager failed to ensure that enough progress has been made since the last inspection. Although, her knowledge of safeguarding procedures has improved, she does not make sure that staff's understanding of it is up to date and secure. n Overall, there is lack of effective support for staff. This means that not all staff are equipped with knowledge and skills they need to fulfil their roles and meet children's needs, as well as to provide a good quality of education for all children. n Although every child has a key person, staff do not always fulfil their roles as a key person. For example, some children have limited contact with their key people as they are deployed in different part of the setting. This does not support formation of strong and secure attachments. n Leaders do not always ensure the suitability of students before they work directly with children. Due to ineffective staff deployment, at times, children's

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need to do better?

9 March 2023 needs are not met. n Children learn to do things for themselves and develop independence skills. For instance, they put their jackets and shoes on before going to play in a garden. Older children help with small tasks, such as pouring drinks or peeling tangerines during snack time. n Staff support children's growing mathematical knowledge. For example, staff count steps while going up the stairs. Children also count how many of them are ready to go outside. This helps them to understand the practicality of counting and numbers in everyday life. n Children enjoy singing nursery rhymes and some staff skilfully bring well known stories to life, by encouraging children to act them out. Older children explore books independently. However, there are inconsistencies in how well staff introduce new vocabulary to children. For example, staff say 'nana' instead of 'banana' while speaking to babies. This shows that the curriculum is not yet

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need to do better?

effectively implemented in all areas. n Staff have not fully considered how they can sustain the youngest children's engagement during mealtime and some group activities. As a result, some children are not fully immersed in the activities as, at times, they do not receive enough support to take their learning further. n Children have some opportunities for vigorous play outside. Children enjoy running, using bicycles and swings. This supports their physical development. Although children learn to use the area safely, staff at times do not engage with children as much as possible and mainly supervise them, rather than extend children's learning opportunities. n Children have some opportunities to develop their small muscles while exploring with play dough and sand. They happily make marks with pencils and participate in arts and crafts activities, such as sticking and gluing. n Parents praise the welcoming staff. They speak highly of the experiences on

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need to do better?

offer for children. They are generally happy with the levels of communication with the setting.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

The provider fails to monitor the effectiveness of the safeguarding training provided. Some staff have a limited awareness of the signs and symptoms of abuse, which may indicate that a child may be at risk of harm. Staff do not have a secure knowledge of the setting's child protection procedure, in line with the local safeguarding partnership procedure of reporting safeguarding concerns. They are not clear of what to do if a child discloses sensitive information or when an allegation is made against their colleague. Staff do not have an adequate knowledge about a range of safeguarding issues, such as extremist or radicalisation.

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Due date

train all staff to understand the setting's safeguarding policy and procedure and ensure all staff have up-to-date knowledge of safeguarding issues, including reporting procedures in line with the local safeguarding partners procedures 14/04/2023

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Due date

take steps to ensure that all staff receive effective training to help them understand their roles and responsibilities and to improve the quality of education for all children 14/04/2023

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Due date

ensure that key-person approach is used to tailor care to effectively meet children's individual needs 14/04/2023

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Due date

deploy staff effectively to ensure children's needs are always met 14/04/2023

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Due date

ensure that only students on long term placements are included in the ratios if satisfied that they are competent and responsible. 14/04/2023

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Due date

monitor and improve the implementation of the setting's curriculum, especially for communication and language development 16/06/2023

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Due date

review organisation of the day, especially during mealtime and group time, to ensure children remain as engaged as possible and their needs are always met and their learning is maximised. 16/06/2023

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Setting details

Unique reference number 2638463 Local authority London Borough of Waltham Forest Inspection number 10281458 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 29 Number of children on roll 27 Name of registered person Jan Pre-School Limited

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reference number

Telephone number 07402264190 Date of previous inspection 1 November 2022

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Information about this early years setting

Jan Pre-School and Nursery registered in 2021. The nursery operates from a purpose built semi-detached house in Leyton, in the of London Borough of Waltham Forest. The nursery operates from Monday to Friday from 8am to 6pm, most of the year, apart from two weeks at Christmas and some bank holidays. There are 10 staff, including the manager who holds qualified teacher status. Eight staff hold a relevant childcare qualification at level 2 or 3.

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Inspection activities

n The inspector discussed any ongoing impact of the COVID-19 pandemic with the provider and has taken into account in their evaluation of the provider. n We carried out this inspection as a result of a risk assessment, following information we received about the provider. n Parents shared their views of the setting with the inspector. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want children to learn. n The inspector spoke to staff at appropriate times during the inspection and took account of their views. n The manager and the inspector carried out a joint observation of an activity. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery. n Children communicated with the inspector during the inspection.

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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

9 March 2023 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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