Early Learning Years Nursery

Inspection of Early Learning Years Nursery 19 The Grove, Finchley, London N3 1QN

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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 Inadequate

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The provision is good

Children are happy and thrive in this nursery. Staff and leaders create a nurturing environment, where they celebrate diversity. Staff carefully plan an ambitious curriculum to support children to continuously develop their learning as they move through the nursery. This means that all children, including those with special educational needs and/or disabilities (SEND), make good progress and are ready for the next stage in their education journey.

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The provision is good

Staff plan trips in response to children's interests. This helps children to develop an awareness of the world beyond the nursery and their homes. For example, toddlers take a walk to look at different forms of transport as some children show an interest in cars. Staff ensure that they undertake thorough risk assessments of the places children visit shortly before they go. This supports staff to be alert to any possible new challenges or risks in the environment, which helps them to keep children safe.

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The provision is good

Children behave well. Staff are caring and playful with children. They know children well and support them with cuddles when needed for reassurance. Staff encourage children to talk about their emotions and to think of ways to help their friends if they say they are feeling sad or angry.

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need to do better?

n Since the last inspection, leaders and staff have worked tirelessly to address the actions. Staff demonstrate a secure understanding of their safeguarding responsibilities and the procedure to report a concern. Leaders have reviewed the induction and supervision processes and staff feel well supported by leaders. They appreciate the wide range of training they are able to access to support their practice. n Children's behaviour is well managed. Staff ensure that they understand the needs of all children, including those with SEND. They use strategies to support children to make good progress in their learning and development. n Overall, staff are positive communication partners for children. In the baby room, they encourage the youngest children to talk constantly, repeating words back using the correct pronunciation to support children's developing speech. Children love joining in with favourite songs and rhymes. They practise their

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need to do better?

counting skills together when singing number songs. However, when asking questions to support children's understanding, some staff rely on closed questions which require a 'yes' or 'no' answer. At times, this limits children's developing language and thinking skills. n Older children learn to talk in front of their friends in group time and to listen carefully. However, sometimes when children use new words, staff do not extend

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need to do better?

17 July 2024 children's communication, such as by explaining the meaning of these words. For example, when talking about ice-cream flavours and children mention 'dragon fruit', staff move the conversation on and do not extend children's language. n Staff constantly support children's early literacy skills. Children love reading books indoors and outside. In all rooms, they enjoy practising drawing and writing on the mark-making walls. This supports them to become confident early writers and to develop their fine motor control, such as by gripping chalk or pens. Children assign meaning to the marks they make, telling staff they have drawn 'turtles' or 'dinosaurs'. n Staff encourage children's creativity. For example, they encourage children to take on the role of the tiger as they enjoy a tea party inspired by the story of 'The Tiger Who Came to Tea'. Younger children paint using their hands and fingers to create different animal patterns and prints. They explore mixing

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need to do better?

colours to create different shades and giggle as they enjoy the feeling of the paint oozing through their fingers. n Staff encourage children to be active, indoors and when spending time in the nursery garden. They provide healthy snacks and meals and teach children to develop their independence skills by increasing the expectations of the things they can do for themselves at mealtimes as they grow through the nursery. For example, younger children use a spoon to feed themselves, older children drink from open cups and serve their own food. Staff support children to wash their hands and blow their noses when they need to, which supports children to develop their self-care skills. n Parent partnership is a strength of the nursery. Parents comment that they feel well informed about their children's day. They welcome the opportunities to spend time in the nursery for key celebrations or to share stories in different

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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 consistently further develop children's thinking and language skills, such as, by using open-ended questions n extend children's communication skills even further, for example, by explaining the meaning of new vocabulary when it is introduced.

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Setting details

Unique reference number EY153081 Local authority Barnet Inspection number 10340118 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 63 Number of children on roll 84 Name of registered person Early Learning Years Nursery Partnership

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reference number

Telephone number 0208 349 3492 Date of previous inspection 6 March 2024

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Information about this early years setting

Early Learning Years Nursery registered in 2002 and is situated in the London Borough of Barnet. The nursery is open each weekday, from 7.30am to 6.30pm, throughout the year. It receives funding to provide early education for children aged two, three and four years. The provider employs 22 members of staff, 19 of whom work directly with the children. Of these, ten staff hold appropriate early years qualifications ranging from level 2 to 4.

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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 operations director joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want children to learn. n Staff spoke to the inspector at appropriate times during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The operations director carried out a joint observation of group activities with the inspector. n Parents shared their views of the nursery with the inspector. 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

17 July 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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