Little Rascals (Ilford) Ltd

Inspection of Little Rascals (Ilford) Ltd St. Margarets Church, Balfour Road, ILFORD, Essex IG1 4HZ

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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

Practitioners in this inclusive and welcoming setting ensure that all children, including those with special educational needs and/or disabilities (SEND), are supported well with an ambitious curriculum based on children's individual needs and interests. Practitioners promote children's happiness, encourage them to make friendships, explore and be curious learners. Practitioners have effective partnerships with parents, and strong key-person arrangements are in place. Children build attachments with their key persons and practitioners know the children in their care well.

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The provision is good

Children learn in lively environments, both indoors and outdoors, which are well planned and laid out to support children's learning age-appropriately. For example, some children create the first sounds in their names with stickers. Other children manipulate play dough. In another area, children are crawling through tunnels and climbing the steps to a small slide. Children develop their small and large muscles in fun ways.

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The provision is good

Practitioners help children to understand the behaviour that is expected of them. Practitioners give children clear spoken and visual cues at the start of planned activities. Children play together and share resources well. This helps children to learn how to treat each other kindly and with respect.

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need to do better?

n The special educational needs coordinator (SENCo) is knowledgeable and provides children, and practitioners, with targeted support to enable all children to make good progress. In addition, some children with SEND have additional one-to-one support at different times during the sessions from designated practitioners. The SENCo works closely with other agencies to make sure that children get the appropriate funding and support. n Practitioners interact skilfully with children, who confidently and keenly share their views and ideas. Children happily invite visitors into their play and conversations, and talk proudly of their achievements. For example, during a mathematics activity children explore and test out their ideas as they play. n Overall, practitioners plan transitions in daily routines well. However, some transitions, such as before story time and lunchtime, are not as well organised as others. On these occasions, children sit patiently and wait for staff to prepare

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need to do better?

for what is happening next, for example lunch or story. During these transition times, children are not always engaged in learning as effectively as they are at other times. n Practitioners speak clearly and model good language to children. They read stories with enthusiasm and use good questioning skills. Practitioners are

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need to do better?

4 June 2024 fostering a love of books to benefit children's early literacy skills. n Practitioners support children's good health. They teach children good hygiene practices in an age-appropriate way. For example, staff sing songs to children as they wash their hands. Practitioners also build on children's understanding of how to maintain good oral health, through weekly sessions. n Practitioners enjoy working at the setting. They receive coaching and training to deliver meaningful teaching to children. For instance, practitioners deliver learning in small, focused groups to support children's listening, understanding and speaking skills. These sessions hold children's interest and engagement well. This has a positive impact on how children gain and retain knowledge. n Parents comment that practitioners are professional and approachable. They appreciate it when practitioners take the time to get to know their children.

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need to do better?

Parents praise practitioners for the quality of the daily updates they provide about their children's development. n Practitioners provide a welcoming reception for parents and families at the beginning of each session. They ensure there is time to speak to parents about their children's progress. At planned times during the year, parents have an opportunity to speak in more detail about their children's learning and next steps. Parents also receive a personalised newsletter to further highlight children's achievements and information on how to support children's learning at home. This supports children to be ready for the next step in their education. n The provider has failed to notify Ofsted of the appointment of new directors. However, there is no significant impact on children as the directors do not work directly with them.

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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 review transition points in the routine of the day to ensure they meet children's needs effectively.

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Setting details

Unique reference number EY337383 Local authority Redbridge Inspection number 10316952 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 Sessional day care

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inspection

Total number of places 60 Number of children on roll 77 Name of registered person Little Rascals (Ilford) Ltd

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reference number

Telephone number 0208 518 0468 Date of previous inspection 18 May 2018

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Information about this early years setting

Little Rascals (Ilford) Ltd registered in 2006. The pre-school operates from St Margaret's Church Hall in Ilford, within the London Borough of Redbridge. The pre- school opens each weekday from 9am to 3.15pm, during term time only. It provides funded places for children aged two, three and four years. The setting currently employs ten practitioners, including two managers. Of these, seven practitioners hold relevant early years qualifications at level 3.

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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 inspector viewed the setting and discussed the safety and suitability of the premises with the provider. n A manager, the provider and inspector completed a learning walk together. n A manager and inspector carried out joint observations to assess the quality of the education provided. n Parents spoke to the inspector about their children's experiences at the setting. n The inspector spoke with staff at convenient times during the inspection.

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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

4 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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