Little Wellingtons Pre-School

Inspection of Little Wellingtons Pre- School 135 Wellington Road, London EN1 2RS

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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 Good

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The provision requires improvement

Staff provide a safe and secure environment for children. However, management have not given enough thought to staffing arrangements to manage and meet the needs of all children. There are times when the setting feels chaotic, and children do not get the engagement they need from their familiar adults. At other times, the setting is much calmer and staff can use their skills to engage children in learning. These inconsistencies mean that some children are much more ready for school than others, depending on which session they attend.

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The provision requires improvement

The manager explains that the priority for younger children is forming bonds with their familiar adults. However, the key person system is not secure and does not support this priority. Some staff do not fully understand the importance of the key person role and some children have not been assigned a key person despite being at the setting several months. This has an impact on how quickly children settle into the setting and begin to make progress from their individual starting points.

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The provision requires improvement

Staff are not equipped with the training or strategies required to manage more challenging behaviours. This leads to frequent instances of poor behaviour that impact on all children. For example, staff are unable to get a group of children to listen or follow simple instructions during a carpet session, meaning that all children miss out on the learning. Staff work hard and remain vigilant, stepping in quickly to manage situations and keep children safe. However, there is not enough emphasis on supporting children to regulate their feelings and develop essential skills, such as sharing and taking turns.

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need to do better?

n Staff celebrate the diversity within the nursery and accommodate children with a wide range of additional needs, including children with special educational needs and/or disabilities (SEND). However, staff are too stretched to meet the needs of all children, particularly during the busier morning sessions. For example, interactions are abandoned to deal with behaviour incidents and children are left playing on their own for too long. Children make progress over time, but this is not consistent for all children. n The manager describes the curriculum priorities, although there is a tendency to describe themes and activities instead of learning intents. For example, the same activity is provided for children of all ages and staff are unable to explain the skills children are learning or demonstrate how the activity is being adapted to meet the different ages and stages of development. n Staff discuss the children as a team and work together to deliver routines.

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need to do better?

However, there are weaknesses in the key person system, particularly for the younger children. This has an impact on individual children's learning and

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need to do better?

13 June 2024 development. For example, children with SEND do not get the timely support that they need as they have not been assigned a key person within an acceptable timeframe. n Staff generally have warm relationships with children. There are some strong interactions, particularly outside in the garden. For example, staff teach children the word 'evaporate' as they paint with water on the ground and discuss why the water disappears. During the quieter afternoon sessions, staff play games with children and the setting feels significantly calmer. However, for the children that only attend the morning sessions, they miss out on these quality interactions and do not make the progress they are capable of. n Staff do not share a consistent approach to managing behaviour in the setting. Some staff use successful strategies, such as using children's interests to motivate and engage them. Other staff use strategies that are less appropriate

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need to do better?

and do not work. For example, young children are expected to watch a 3-minute sand timer to encourage them to listen. Staff have resources to promote talk about feelings, but this is not given the priority it needs to teach children how to regulate their emotions. n Staff communicate with parents each day to share information about the children. Parents are invited into the setting to celebrate a range of events, including cultural events that support children to feel represented in the setting. Parents comment that their children are happy and staff know their children well. n Staff provide opportunities for children to engage in active, physical play. Children enjoy running around outside and exploring the garden together. For example, they work together to build a wall out of foam bricks. Staff promote healthy lunches, providing information to parents about what a healthy packed lunch looks like. As such, children are supported to develop healthy habits from

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need to do better?

a young age. n The manager is committed to providing inclusive care and education. She makes appropriate use of additional funding, using it to purchase resources that meet the interests and needs of individual children. She works with teachers at local schools to support children with their transitions on to their next stage of learning. Staff share that she is approachable and supportive.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

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

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Due date

improve staffing arrangements to ensure the needs of all children are met during all sessions 01/07/2024

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Due date

ensure that all children are assigned a key person in a timely manner to tailor the curriculum to meet their individual interests and needs 01/07/2024

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Due date

ensure staff are equipped with the skills and strategies that they need to successfully manage and support children to improve their behaviour. 01/07/2024

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should:

n ensure the curriculum is designed around the skills and knowledge you want children to develop over time.

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Setting details

Unique reference number EY102894 Local authority Enfield Inspection number 10351876 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 40 Number of children on roll 53 Name of registered person Little Wellingtons Pre-School Limited

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reference number

Telephone number 020 8360 6439 Date of previous inspection 29 October 2018

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Information about this early years setting

Little Wellingtons Pre-School registered in 2001. It is open each weekday from 9am to 3.30pm, term time only. The pre-school is in receipt of funding for the provision of free early education for children aged two, three and four. The nursery employs 8 staff, including the manager. The manager has a qualification at level 5, and six staff hold relevant childcare qualifications at level 2 and above.

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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 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 inspector looked at relevant documentation and reviewed evidence of the suitability of staff 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

13 June 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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