Just4kids Day Nursery & Pre-School

Inspection of Just4kids Day Nursery & Pre-School 1 Winchester Road, Ilford, Essex IG1 1SE

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Overall effectiveness Good

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

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The provision is good

Children are happy and settled at this nurturing setting. Staff are sensitive and alert to their needs. For instance, they quickly notice and respond when babies need a reassuring cuddle, or toddlers need encouragement to join a new activity. This helps children to feel safe and build affectionate bonds with staff. They learn and play in a supportive environment. Staff praise positive behavioural choices, such as sharing, so that children are eager to do well.

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The provision is good

Leaders and staff want all children to achieve highly. They monitor their progress closely and ensure that they receive targeted support with their learning where needed. Additional funding is used effectively, to further enhance children's learning experiences. This helps all children, including children with special educational needs and/or disabilities (SEND) to make good progress. For example, children benefit from a soothing 'sensory room, which supports them to develop their concentration skills.

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The provision is good

Staff take account of children's interests and fascinations to help them plan the curriculum. For instance, they use children's enjoyment of favourite books as the inspiration for many of the stimulating learning experiences. This sparks children's curiosity and draws them to the activities. They focus well and thoroughly enjoy their learning.

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need to do better?

n Leaders and staff provide a broad curriculum, to foster children's skills and knowledge in all areas of learning. Staff know the children well and plan effectively to support their next steps in learning. This sets children up for future success. For example, staff help children to progressively manage their own personal care, such as eating, dressing and using the toilet independently, in readiness for starting school. n Communication and language are a high priority and, overall, staff support children's learning in this area well. Staff are skilled at providing varied communication methods. For instance, they use clearly spoken basic words alongside 'Makaton' sign language, for children who are developing their speech or learning English. This helps all children, including those with SEND, to express themselves and understand what is expected. However, at times, staff are less consistent in supporting children to extend on their vocabularies and build their

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need to do better?

speaking skills even further. n Children benefit from consistent rules and routines in the setting. They show that they understand the expectations for behaviour. For example, toddlers help to sweep up sand after play and older children remind each other to share. Staff help children to recognise and talk about their feelings and emotions. This helps

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need to do better?

25 June 2024 them begin to regulate their behaviour. n In general, staff promote healthy lifestyles for children effectively. For instance, they teach children about good hygiene and supervise them as they wash their hands before eating. However, staff do not always plan well enough to help children understand the benefits of making healthy food choices. n Staff provide a welcoming and inclusive environment. They teach children about other communities and ways of life, such as by taking them on local outings and celebrating a range of cultural and religious events. Staff ensure that the activities are meaningful to children and reflect their diverse backgrounds and experiences. For example, they introduce children to food, music and art from around the world. This helps children to develop a positive appreciation of their similarities and differences. n Parents say that their children love attending the setting and have caring bonds

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need to do better?

with the staff. They appreciate the regular exchange of information about children, which provides a consistent approach to their care and learning. Parents appreciate staff's advice on issues, such as children's behaviour and toileting. They say that their children make good progress, particularly with learning English and developing their social skills. n Leaders evaluate the provision well and have clear plans to develop their practice further. They ensure that staff receive good support for their personal well-being and professional development. Staff describe strong teamwork and speak enthusiastically about their professional goals, such as improving their childcare qualifications and learning more about children with SEND. They describe how mandatory training helps them to protect children from harm.

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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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should:

n support staff to extend children's speech, vocabulary and language skills even further n develop the curriculum relating to healthy lifestyles, to help children understand the importance of making healthy food choices.

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Setting details

Unique reference number EY500686 Local authority Redbridge Inspection number 10335724 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 46 Number of children on roll 48 Name of registered person Just4kids Pre-School Ltd

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reference number

Telephone number 02089240023 Date of previous inspection 25 June 2018

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Information about this early years setting

Just4kids Day Nursery and Pre-School registered in 2016 and is situated in Ilford, in the London Borough of Redbridge. The setting operates Monday to Friday from 8am to 6pm, all year round. The provider employs five members of staff, all of whom hold appropriate early years qualifications at level 3 or level 2. The setting offers funded early education for children aged two, three and four years.

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Inspection activities

n This was the first routine inspection the provider has received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken this into account in their evaluation of the provider. n The manager showed the inspector around the premises, she explained the curriculum and how the provision is organised. n The inspector observed the quality of the education and considered the impact on children's learning. This includes joint observations with the manager. n Leaders met with the inspector to discuss leadership issues, such as staff recruitment, supervision and training. They ensured that relevant documents were available for the inspector to view. n Parents and staff shared their views with the inspector, at appropriate times during the inspection. The inspector also observed and spoke to children, to help assess their experience in the setting.

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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

25 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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