Sidings Community & Under 5's Centre

Inspection of Sidings Community & Under 5's Centre 150 Brassey Road, London NW6 2BA

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

Children settle well. Staff reassure and comfort children to gently ease them into the nursery. Staff know the individual characters of the children well and share positive relationships with them. Younger children develop a can-do attitude. For example, staff teach them how to safely control their movements as they carefully balance along low-level buckets. Although staff want children to achieve, the curriculum is not planned well enough for all children. Some staff do not identify the important skills and knowledge that older children need to gain to ensure consistently good progress. They place too much emphasis on the outcomes of activities, such as creating pictures. As a result, some activities offer less opportunity for learning.

p.2

The provision requires improvement

Children positively beam when they are praised for remembering to walk indoors and for helping others. Occasionally, when the level of challenge does not sufficiently match the older children's needs or abilities, they behave less well. Some staff do not offer clear enough explanations about unwanted behaviour, such as snatching resources, to regain children's attention quickly in activities and secure good progress. Parents highly value the nursery. They feel very supported by the 'amazing' staff team, which provides regular information about their children's well- being and progress.

p.2

need to do better?

n The quality of the provision has declined since the previous inspection. This is due to very recent staff changes. The new manager has diligently prioritised monitoring the effectiveness of practice and has an accurate overview of the variability in practice. She has prioritised the most important aspects for improvement. Staff feel supported and have regular opportunities for professional development. n Staff work collaboratively with parents and the local authority to support children with special educational needs and/or disabilities. Together, they make regular checks to ensure children continue to receive the help they need. Children benefit enormously from the one-to-one support they receive to participate in activities and routines according to their needs. For example, children fix their focus on objects that light up and play sounds. They delight as they eagerly explore the spinning motions of objects that dance around the floor.

p.2

need to do better?

n Most children listen to stories with interest and express their thoughts and ideas about the events in stories. However, not all staff are familiar with the languages children use at home to fully support children who speak English as an additional language (EAL) to acquire good English language skills. This means these children have fewer chances to engage in as many meaningful conversations to extend their English vocabulary.

p.2

need to do better?

22 September 2023 n Staff working with the youngest children provide a calm and productive environment in which children can freely explore a good range of stimulating activities. For example, they skilfully transfer water, carefully adjusting their movements as they watch it flow 'fast and slow' through funnels. Staff encourage turn-taking through games. For example, children carefully build towers with their friends. Children gain strong independence skills as staff encourage them to spread butter on their crackers and remind them to hang their aprons on hooks when finished. n The curriculum is less effective for older children. When staff capture their interests, children ably persevere to sort, sift and sequence pegs in specific colours to represent 'cars'. However, some activities lack sufficient challenge, and children quickly lose interest. They do not consistently sustain positive attitudes to learning. Many children ably put on their coats ready for outdoor

p.2

need to do better?

play. However, some staff eagerly assist children with self-help skills they should be practising in readiness for their next stage in learning. n Children's health and physical development are promoted well. Staff clean the environment throughout the day and ensure that resources are stored appropriately to keep the playrooms tidy. Children access well-equipped outdoor areas. Staff teach older children how to balance their weight and successfully use the heavy rope to climb on the climbing frame. Children establish secure friendships as they encourage their friends to 'get to the top'. Staff teach young children to use the pedals on bicycles to propel forwards and beam smiles as they practise their new skill. Children learn where their food comes from, taking pride in growing their own vegetables.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Staff understand their roles in protecting children at risk of harm. The manager ensures that staff receive the training they need so that they have up-to-date knowledge of identifying and reporting any concerns. The manager works closely with other professionals to protect children's well-being. Staff identify risks in the environment and take steps to promptly reduce these to keep children safe. Parents understand and follow nursery procedures, such as for the safe collection of the children. Secure procedures are followed to ensure that staff are suitably vetted to work with children.

p.3

Due date

22 September 2023 ensure that curriculum planning and implementation are effective and build on the knowledge and skills of all children to help them make good progress 27/10/2023

p.3

Due date

ensure all children become skilful communicators, and provide children who speak EAL with consistent support to improve their confidence in acquiring and practising English speaking skills 27/10/2023

p.4

Due date

ensure that staff consistently manage children's behaviour effectively so that children learn to manage their impulses and re-engage in activities quickly. 27/10/2023

p.4

Setting details

Unique reference number 100559 Local authority Camden Inspection number 10301208 Type of provision Childcare on non-domestic premises

p.5

Registers

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

p.5

inspection

Total number of places 40 Number of children on roll 27 Name of registered person The Sidings Community Centre

p.5

reference number

Telephone number 020 7624 0588 Date of previous inspection 24 January 2018

p.5

Information about this early years setting

Sidings Community & Under 5's Centre registered in 1992. It operates within a community centre in the London Borough of Camden and is managed by a committee. The nursery operates each weekday, for 48 weeks a year, from 9am to 4pm, and it also offers a play scheme during the school holidays. The nursery receives funding for the provision of free early education for two-, three- and four- year-old children. The nursery employs 11 members of staff. Of these, eight hold an appropriate early years qualification at level 3, one member holds a qualification at level 2 and one at level 4. One staff member is qualified at degree level.

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 provider and has taken that 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 The manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector, with the manager, carried out joint observations of children using the outdoor area. n The inspector spoke to several parents during the inspection and took account of their views.

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

22 September 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.

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