Marian Mission Educational & Family Support Centre

Inspection of Marian Mission Educational & Family Support Centre 1 Colchester Road, London E10 6HA

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Overall effectiveness Inadequate

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

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The provision is inadequate

Leaders do not have sufficient oversight to ensure the safe and efficient running of this nursery. This compromises children's safety and welfare.

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The provision is inadequate

There are some areas of the curriculum that are planned well. For example, leaders plan around core themes and texts. They understand the importance of modelling language to children. However, this does not always translate into practice. Too often, staff focus on managing behaviour and routine tasks at the expense of meaningful engagement with children. This impacts on the progress children make.

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The provision is inadequate

Leaders and staff have failed to embed routines and behaviour expectations. There are no clear strategies in place to communicate changes in routines, and rules are not applied consistently. For example, golden rules are discussed during circle time sessions but are not applied in context. Children do not know what is expected of them, and this impacts on their behaviour. Staff do not share consistent strategies to manage poor behaviour. This leads to a disorderly environment, which has a significant impact on the children's learning and well-being. For example, story time is abandoned, as staff are unable to get the attention of children.

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need to do better?

n Leaders have not monitored staff's safeguarding knowledge effectively enough to ensure that all staff can identify potential signs of abuse and know the appropriate procedures for reporting concerns, including any allegations made against staff. This puts children at risk of harm. n Leaders and staff do not have a good understanding of the curriculum. For example, staff share that there is no curriculum in the afternoon, as it is 'just free play'. Key persons are not clear about children's next steps. They identify broad areas of need, such as communication, showing a lack of knowledge about how young children learn and progress through the curriculum. n Staff have not prioritised personal, social and emotional development, in response to the needs of children. They do not actively teach essential skills, such as taking turns with resources. This frequently leads to heightened situations, and children do not get the support they need to self-regulate.

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need to do better?

n Staff do not communicate effectively with each other, and this has an impact on the continuity of care for children. They do not have a shared approach to managing poor behaviour, and they are sometimes unable to get children to follow simple instructions. This further contributes to a chaotic environment. However, there are moments when the setting feels calmer, and children engage in activities. For example, children enjoy painting at an easel together. n Leaders and staff fail to implement strategies to meet the needs of children with special educational needs and/or disabilities (SEND). For example, non-verbal

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need to do better?

17 January 2024 children are not given any tools to communicate their needs. There is a lack of strategies in place to support transitions, and this is particularly disruptive for children who benefit from predictable routines. Staff do not give children with SEND the time or attention they need. As such, their individual needs are not met, and they do not make the progress of which they are capable. n Leaders and staff do not fully utilise the spaces that are available to them. For example, a large and well-resourced sensory room is rarely used, despite the high levels of need in the nursery. The secure outside area is poorly resourced and provides limited opportunities for children to develop across the curriculum areas. However, staff do take children outside to get fresh air and engage in some physical play, such as on the bikes. n Staff communicate well with parents about their children's care and

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need to do better?

development. Parents share that they are happy with the setting. They appreciate the observations shared via an online app and the verbal feedback from staff at collection times. n Leaders are not present enough in the setting to fully understand or tackle the weaknesses. The manager delegates to her deputies without ensuring they have the knowledge and skills to lead the setting effectively. Supervisions and training opportunities are not strong enough to ensure the continued professional development of staff.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

There is not an open and positive culture around safeguarding that puts children's interests first.

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Due date

ensure all staff can identify possible signs of abuse and neglect at the earliest opportunity and know how to respond in an appropriate way, including managing allegations against staff 26/01/2024

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Due date

provide staff with training and professional development opportunities to improve their knowledge of the curriculum and how young children learn 02/02/2024

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Due date

17 January 2024 improve the effectiveness of the key- person system to ensure the curriculum is tailored to meet children's individual needs 02/02/2024

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Due date

ensure staff have the knowledge and skills to understand, support and manage children's behaviour in an appropriate way 02/02/2024

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Due date

ensure there are effective strategies in place to meet the needs of children with SEND 02/02/2024

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Due date

improve supervision arrangements to ensure staff get the support, training and coaching they need to improve their practice and raise outcomes for children. 02/02/2024

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should:

n consider how to better utilise the space and resources available, to meet the individual needs of children and to provide quality learning and development experiences.

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Setting details

Unique reference number EY300294 Local authority London Borough of Waltham Forest Inspection number 10326225 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 36 Number of children on roll 40 Name of registered person Marian Mission For the Poor

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reference number

Telephone number 07940143545 Date of previous inspection 10 June 2019

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Information about this early years setting

Marian Mission Educational & Family Support Centre registered in 2005. It is open each weekday, from 8.30am until 8.30pm, during school term time, and from 9am until 6pm, during school holidays. A breakfast club is open each weekday, from 7.30am until 8.20am, and an after-school club opens from 3.30pm until 8.30pm. A total of seven staff work in the setting, including the manager. All but two hold relevant childcare qualifications. The manager and two members of staff hold qualified teacher status.

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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 We carried out this inspection as a result of a risk assessment, following information we received about the provider. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The deputy manager talked to the inspector about their curriculum and what they want their children to learn. n The inspector talked to staff at appropriate times during the inspection. n The inspector spoke with the nominated individual about the leadership and management of the setting. n The special educational needs coordinator spoke to the inspector about how they support children with SEND. n The inspector observed the quality of education being provided, indoors and

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Inspection activities

outdoors, and assessed the impact that this was having on children's learning. n The inspector spoke to several parents during the inspection and took account of their views. n The manager showed the inspector documentation to demonstrate the suitability of staff.

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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

17 January 2024 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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