Toddlers at the Bridge

Inspection of Toddlers at the Bridge Enfield Rangers Football Club, Palmers Lane, Enfield, Middlesex EN1 4LJ

p.1

Overall effectiveness Good

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

p.1

The provision is good

This is a highly welcoming and inclusive environment for young children. Staff know their key children well and can confidently talk about how they are supporting them to progress through the curriculum. Staff are highly aware of children's individual needs and work together to meet these. For example, group sessions are delivered at an appropriate pace, with all staff supporting children to remain engaged. They recognise when children require additional support and quickly adapt to meet their needs. As such, all children can access the learning on offer and make good progress from their individual starting points.

p.2

The provision is good

Staff support children during extended periods of uninterrupted child-led play. This enables their play to develop over time. For example, children combine wooden sticks and play dough to make pretend toothbrushes and lollipops and enjoy using these together in their imaginative play.

p.2

The provision is good

Staff are highly observant, which means they can quickly and effectively step in to offer support with any behaviour issues. Staff interactions with children are consistently patient and supportive as they help children to resolve problems. They calmly reinforce the shared rules and offer comfort as required. As such, situations are quickly de-escalated, and the setting generally feels calm and purposeful.

p.2

need to do better?

n Staff have designed a curriculum that prioritises the development of communication and language skills. For example, staff support children to build up a repertoire of traditional nursery rhymes. They use simple hand signs to help children to understand instructions and communicate their basic needs. Staff constantly model language, including mathematical language, through play and hands-on activities. For instance, they encourage children to count how many cups of different ingredients are needed to make their own play dough. Over time, children become more confident and capable communicators. n Staff consider the different ages and stages of children when planning activities. For example, children split into different groups to share stories and action songs. Younger children are encouraged to take turns to lift the flaps and describe the pictures in a colourful board book. Older children share books they

p.2

need to do better?

have chosen together at the local library. However, most-able children do not get enough opportunities to discuss stories or ask and answer questions. n There are simple routines that are embedded and clearly communicated with children. For instance, staff ring a tambourine to give a five-minute warning before a change in routine. In addition, staff consistently use the 'golden rules' of the setting to remind children about appropriate behaviours. Children are familiar with the expectations and this helps them to feel safe and secure.

p.2

need to do better?

30 April 2024 n Management have used additional funding to provide gymnastics classes, as these support development in the areas of the curriculum that the children most need. Children are offered healthy snacks and encouraged to drink water. They spend time outside, engaging in active, physical play in a safe and spacious environment. As such, they begin to develop healthy habits from a young age. n The special educational needs coordinator makes timely referrals and works hard to engage parents and other professionals to secure the support that some children need. There are effective strategies in place to support children with special educational needs and/or disabilities (SEND), such as clear and consistent routines and expectations. Other strategies, such as attention-building games, are also available but these are not delivered consistently enough for children to benefit fully and make sustained progress with their concentration

p.2

need to do better?

and listening skills. n Children who speak English as an additional language are well supported. For example, staff use visual choosing boards so that all children can participate in choosing what song they would like to sing during circle time. This helps all children to feel included and valued. n The setting works hard to engage parents. For instance, the deputy manager is offering a training course to parents about supporting their children's language development at home. Parents comment that their children settle quickly and make rapid progress in the setting. n The manager is passionate about her role. She encourages open communication that promotes a culture of safeguarding and staff well-being. She reflects confidently on practice, identifying what went well and what could be improved, to ensure that staff are continually developing their practice. Staff comment that they are happy and feel well supported.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n consider how you can extend the learning of most-able children n deliver strategies more consistently for children with SEND so that they make even better progress.

p.3

Setting details

Unique reference number EY401993 Local authority Enfield Inspection number 10300156 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

p.4

inspection

Total number of places 50 Number of children on roll 37 Name of registered person Toddlers Partnership

p.4

reference number

Telephone number 07956601592 Date of previous inspection 6 June 2023

p.4

Information about this early years setting

Toddlers at the Bridge is open every weekday from 8.45am to 4pm during term time. It receives funding for the provision of free early education for two-, three- and four-year-old children. There are six members of staff employed to work with the children, five of whom hold relevant qualifications at level 2 or above.

p.4

Inspection activities

n The inspector discussed any continued 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 their children to learn. n The inspector talked to staff at appropriate times during the inspection and took account of their views. 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. n The inspector carried out joint observations of group activities with the manager. n The manager showed the inspector documentation to demonstrate the suitability of staff.

p.5

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.5

Inspection activities

30 April 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.

p.5

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.6

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.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6