Yetev Lev D'Satmar Nursery

Inspection of Yetev Lev D'Satmar Nursery 8 Chardmore Road, London N16 6HX

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Overall effectiveness Inadequate

The quality of education Inadequate Behaviour and attitudes Inadequate Personal development Inadequate Leadership and management Inadequate Overall effectiveness at previous inspection Not applicable

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The provision is inadequate

Staff care about the children. They speak to them in warm, calm tones of voice and comfort them if they feel sad. However, many staff do not have the required knowledge and understanding to meet children's care and learning needs. Too often, staff provide the same activity for all children, without considering each child's individual stage of learning and next steps. For example, staff provide all children with the same play dough or toy doctor's kit activities. They do not provide extra support or challenge for those who need it, to allow all children to make progress.

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The provision is inadequate

Leaders do not plan and implement a curriculum that prepares children well for the next steps in their learning journey, such as school. For example, staff do not consistently support children to develop their understanding of how to form positive relationships with their peers. This results in occasions where children snatch toys or push each other.

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The provision is inadequate

The provider does not ensure that staffing arrangements mean that children are well supervised at all times. In addition, staff's poor understanding of supporting children's behaviour means that children display unsafe behaviours at times. This impacts on children's safety and well-being.

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need to do better?

n Leaders do not accurately identify and address gaps in staff's understanding of how young children learn and develop. For example, too often staff expect children to sit and listen or wait for longer periods of time than is appropriate for their age. On these occasions, children often become restless. n Some staff do not know enough about their key children. They cannot explain their progress or next steps on their individual learning journey accurately enough. For example, staff describe children as 'very good at physical development', or do not know how much English children speak. Staff do not always consider how to meet their key children's needs. For example, during a dancing activity, some children remain sitting down and choose not to join in. Staff do not consider how to support them to join in or provide an alternative activity for these children. This does not meet these children's emotional or

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need to do better?

educational needs. n Leaders do not put effective staffing arrangements in place, so that children can be well supervised throughout the day. At the beginning of the day, there are not enough staff present to greet the children and support them to transition safely and happily into the setting. This impacts on children's emotional well- being and safety. n Staff do not support and understand children's behaviour well enough. Staff

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need to do better?

25 September 2024 often use non-descriptive praise, such as 'super' or 'good boy'. They do not explain clearly enough to children what is expected of them. This does not support children to understand how they should behave so they act in unsafe ways at times, such as climbing on the furniture. n Leaders do not ensure that the environment meets children's learning and development needs. In some rooms, there are limited resources and books available to the children. This does not provide enough stimulation for the children or support them to develop their creativity. Staff do not teach children to care for their environment. When children spill drinks or put their coat on the floor, staff do not teach them the importance of tidying these away. n Staff communicate with the children in Yiddish for the majority of the time. They do not provide enough opportunities for children to hear high-quality English

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need to do better?

being spoken. This does not help children to learn and reach a good standard of English. n Staff talk to the children as a group about what they are doing and read stories to the children. However, they do not get down to children's level consistently and give individual children enough opportunity to speak. Staff do not support children to participate in two-way interactions. Too often, staff miss opportunities to support quieter children to practise using language throughout the day. n Staff provide a variety of physical activities that children enjoy engaging in. Children practise their hand-eye coordination and strengthen their fingers as they roll and squeeze play dough or dig in the sand. They move their bodies as they balance along a beam or climb up and slide down a small slide. However, staff do not ensure that opportunities for children to develop their gross motor skills are sufficiently challenging to support them to develop their skills.

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need to do better?

n Parents value the strong religious identity that children develop here. They have respect for the staff and appreciate their kindness. n Staff are able to explain the processes to follow if they have concerns that a child may be at risk of harm. However, safeguarding is not effective, due to weaknesses in staffing arrangements and poor support for children's behaviour, leading to unsafe behaviours.

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Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

There is not an open and positive culture around safeguarding that puts children's interests first.

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Due date

provide effective supervision and training for all staff, including leaders and managers, so that weaknesses in practice are identified and addressed to develop the overall quality of the provision 01/11/2024

p.4

Due date

ensure that key person arrangements meet children's emotional and developmental needs 01/11/2024

p.4

Due date

ensure that staffing arrangements meet the needs of the children, so that they are supervised effectively at all times to keep them safe 01/11/2024

p.4

Due date

ensure that staff consistently support children to understand how they should behave, to help children display safe and positive behaviours 01/11/2024

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Due date

ensure that the childcare environment is organised in a way that it meets learning, care and safety needs of children. 01/11/2024

p.4

Due date

implement an effective curriculum for communication and language 01/11/2024

p.4

Due date

ensure that children have enough opportunities to learn and reach a good standard of English. 01/11/2024

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Setting details

Unique reference number 2747725 Local authority Hackney Inspection number 10331628 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 60 Number of children on roll 32 Name of registered person Satmar Nursery Trust

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reference number

Telephone number 020 8806 2598 Date of previous inspection Not applicable

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Information about this early years setting

Yetev Lev D'Satmar Nursery registered in 2023. It is located in the London Borough of Hackney. The setting operates 9am to 3pm Monday to Thursday all year round. It operates on Fridays from 9am to 12.30pm during summer and from 9am to 11.30pm during winter. The setting is closed on Saturdays. On Sundays, the setting operates from 9.30am to 3pm during the summer and 9am to 3pm during the winter. Four staff work at the setting, of whom two staff hold childcare qualifications at level 3 and one staff holds childcare qualifications at level 2. The manager holds a childcare qualification at level 3.

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Inspection activities

n The deputy manager, manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n Children spoke with the inspector during the inspection. 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 a joint observation of a group activity with the manager. n Parents shared their views of the setting with the inspector. n The manager showed the inspector documentation to demonstrate the suitability of staff. n The inspector spoke with leaders about the leadership and management of the setting. n The deputy manager, manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum.

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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 September 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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