Under 1 Roof

Inspection of Under 1 Roof Unit 9, The I O Centre, Skeffington Street, London SE18 6SR

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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 Requires improvement

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The provision requires improvement

Children are greeted with a friendly welcome by the manager and practitioners. They form positive relationships and seek comfort when needed. Children are supported to settle in various ways. For example, some children choose to greet their previous key person before settling into their own room. This helps children to feel secure.

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The provision requires improvement

Children make choices in their play from the range of resources on offer and engage with practitioners. However, the quality of education is not yet consistently good. Some practitioners are not clear on what they want children to learn from all planned activities. Children with special educational needs and/or disabilities (SEND) are not always supported effectively. Although staff work hard to try and support all children, they are not always successful. This means that children's experiences vary and some children are not supported well enough in their development. Practitioners resource the room with activities. However, they do not support children to develop deep learning.

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The provision requires improvement

Children interact with their peers and generally demonstrate friendly and respectful behaviour. For example, children sing 'happy birthday' to their friends and make them cakes in the role-play area. Children say please and thank you throughout the day. Practitioners role model respect by asking permission before changing children's nappies and wiping their noses.

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need to do better?

n Managers know what they want children to learn. However, they do not ensure that all practitioners implement the curriculum well enough. Their support for practitioners' professional development and the monitoring of their practice has not been effective to prevent weaknesses in the curriculum. This impacts on children's learning and development. n The special educational needs coordinator assesses children and identifies when children may need additional support. Managers and practitioners work together with parents and other professionals to support children with SEND. However, at times, managers do not share information about children with practitioners in a timely manner to meet their needs. In addition, some children with SEND do not always access the same activities as their peers. n Practitioners do not consistently understand how they can support their key children to achieve their next steps in learning. Their interactions to support

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need to do better?

children's learning and build on their knowledge are variable. For example, practitioners ask children questions about the activity, and when children do not respond, practitioners do not further extend children's learning. n Pre-school children develop sufficient independence skills. For instance, they

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need to do better?

8 March 2023 wipe their own noses, serve their own food and dress themselves. However, younger children do not receive the same opportunities. Babies do not consistently have opportunities to learn to feed themselves and toddlers do not learn to take off their own coats and shoes. This hinders younger children's developing self-help skills. n Parents value the support which practitioners offer them and their children. However, practitioners do not consistently provide parents with regular information about their children's experiences and development, so that they can support them further at home. n Practitioners provide opportunities for children's physical development. All children have regular access to the outdoor space. Older children move in various ways, such as running and jumping, while playing games with practitioners. Babies are encouraged to stand and crawl through a range of activities. n Children learn about being healthy. They are offered a range of healthy meals

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need to do better?

and snacks and they drink water throughout the day. Systems are in place to ensure that children's allergies and dietary requirements are catered for. n Children demonstrate an interest in learning. All children access a variety of activities throughout the day. Babies explore musical instruments and cause and effect toys. Toddlers experience sensory play, such as play dough and paints. Pre-school children enjoy activities, such as making characters with magnets and exploring insects. n Overall, children behave well. However, occasionally, practitioners do not support all children to understand and manage their emotions. This results in children remaining upset after practitioners have tried to resolve conflict situations.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Managers and practitioners have a good understanding of the procedures to follow if they have concerns about a child in their care. They understand the signs and symptoms that a child may be at risk of abuse or harm. Managers follow safer recruitment processes to ensure that practitioners are suitably vetted to work with children. Practitioners attend regular safeguarding training to keep their knowledge up to date.

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Due date

8 March 2023 improve supervision, coaching and training for staff to support continuous improvement of staff's teaching practice and to raise the quality of children's learning experiences 05/04/2023

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Due date

improve the arrangements in place to support children with SEND 05/04/2023

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Due date

develop the planning and implementation of the curriculum to provide suitably challenging and stimulating learning experiences for all children. 05/04/2023

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should:

n extend opportunities for babies and toddlers to become independent n improve partnerships with parents to help them to understand how to support their child's development at home n support all children to understand and manage their emotions, to help them to resolve minor conflicts.

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Setting details

Unique reference number EY488983 Local authority Greenwich Inspection number 10281493 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

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inspection

Total number of places 150 Number of children on roll 66 Name of registered person Under One Roof (Kids) Ltd

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reference number

Telephone number 07801072776 Date of previous inspection 19 July 2022

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Information about this early years setting

Under 1 Roof registered in March 2016 and is based within the London Borough of Greenwich. The nursery is open from 7am to 7pm, Monday to Friday, throughout most of the year. The nursery receives funding to provide early education for children aged two, three and four years. There are currently 22 practitioners employed by the nursery, 17 of whom hold appropriate early years qualifications between level 2 and level 6.

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Information about this inspection

Inspectors Katie Smith Anne-Marie Giffts-Walker

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Inspection activities

n The inspectors discussed any continued impact of the pandemic with the provider and have taken that into account in their evaluation of the provider. n The inspectors viewed the provision and discussed the safety and suitability of the premises. n The manager and an inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n The inspectors talked to practitioners at appropriate times during the inspection and took account of their views. n The inspector spoke with the manager about the leadership and management of the setting. n The inspectors observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The special educational needs coordinator spoke to the inspectors about how they support children with SEND. n The inspectors observed the interactions between practitioners and children.

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Inspection activities

n The inspector carried out joint observations of group activities with the manager. n The inspector spoke to several parents during the inspection and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of practitioners 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

8 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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