Elm Lane Day Nursery

Inspection of Elm Lane Day Nursery 24 / 26 Church Street, DAGENHAM, Essex RM10 9UR

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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 Requires improvement

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The provision requires improvement

There is new leadership in the nursery since the last inspection. They have made positive improvements to the partnerships with parents and the support for children who have special educational needs and/or disabilities (SEND). However, the quality of education remains variable. Leaders know what they want children to learn at the nursery. However, they do not ensure that the curriculum is delivered effectively. Staff plan activities that are appropriate for the children's ages and stages of development. For example, they provide sand and water, to help children develop physical skills by filling and pouring. However, staff interactions with children often lack a clear focus and sufficient challenge. This does not support children to make consistently good progress.

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The provision requires improvement

Staff and children develop affectionate bonds, which fosters children's sense of security. Children are happy on arrival and confidently make choices about their play. Staff provide a safe environment and stimulating resources, which spark children's curiosity. For instance, children are keen to make prints with paint and toy animals. However, when children begin to explore activities in their own way, staff are sometimes overly directive and do not allow them to express themselves. As a result, some children lose interest and display unwanted behaviours. When this happens, staff are not always clear about the expectations for behaviour, so children continue with actions, such as throwing water. Therefore, although staff have high expectations for children, these are not consistently implemented in practice.

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need to do better?

n New leaders are committed to securing positive outcomes for children and have built relationships with staff, children and parents. They have identified that some staff require additional support to raise the quality of their practice. However, they have not embedded effective methods to ensure that all staff know how to deliver the curriculum well. Therefore, some weaknesses in the quality of education persist. n Leaders understand that effective communication is key to successful learning. Staff provide some focused activities, aimed at boosting children's attention, listening and speaking. However, teaching is not effective and does not help children engage with and enjoy the experiences. For example, staff speak too loudly for children to be heard and do not stop to listen to their ideas. Furthermore, staff do not consistently encourage children's speech throughout their play and learning. Consequently, children are not supported to make the

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need to do better?

best possible progress in their communication and language development. n Too often, staff play alongside children without a clear idea of what they want them to learn. They do not consistently respond to children's emerging interests

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need to do better?

12 December 2024 or extend their learning. As a result, children's behaviour starts to deteriorate. Staff attempt to intervene and support, but there is an inconsistent approach. Overall, staff do not give children clear explanations about what is expected from them and how they are impacting others. Therefore, children do not learn to moderate their behaviour. n Leaders have developed strong links with professionals from the local authority, who provide helpful advice and support. These links have enabled them to make positive improvements, particularly in the provision for children with SEND. Leaders have strengthened assessment procedures, to identify when children may benefit from extra help in their learning. They support staff to implement children's individual learning plans and foster their good progress. n All children, including babies and children with SEND, are supported to acquire good personal care skills. For instance, they learn to feed themselves with

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need to do better?

increasing control and progress to serving their own food and drinks. These experiences support children's self-esteem and are good preparation for starting school. n Staff support children's understanding of good health and hygiene. They are positive role models and discuss issues, such as the importance of handwashing. Staff provide children with nutritious meals and some use mealtimes as an opportunity to talk about healthy eating. They support children to brush their teeth at the nursery and provide activities for children to practise this, using pretend teeth. n Partnerships with parents are good. Leaders have strengthened communication, to ensure that parents are informed about their children's learning and achievements. There are opportunities for parents to share children's experiences at nursery, such as having Christmas dinner together. Parents speak highly of the staff and say that children enjoy and benefit from attending the

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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

12 December 2024 implement a curriculum which is fully ambitious and consistently challenging for all children to ensure they make good progress 28/02/2025

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Due date

provide effective support and supervision to help staff raise the quality of teaching to a consistently good level, with particular regard to promoting all children's language and communication skills 28/02/2025

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Due date

support staff to develop and apply consistent, shared strategies, to help children understand expectations and begin to regulate their behaviour. 28/02/2025

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Setting details

Unique reference number EY363213 Local authority Barking and Dagenham Inspection number 10336805 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 35 Number of children on roll 14 Name of registered person Akinnugba, Grace Funke

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reference number

Telephone number 0208984 8184 Date of previous inspection 17 January 2024

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Information about this early years setting

Elm Lane Day Nursery registered in February 2008. It is in the London Borough of Barking and Dagenham. The setting employs eight members of childcare staff. Six staff hold childcare qualifications at level 3 or level 4. The setting operates from 8am to 6pm, Monday to Friday, all year round. The provider offers government- funded childcare for children aged from nine months to four years.

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Inspection activities

n The manager showed the inspector around the childcare 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 a joint observation with the manager. n The manager met with the inspector to discuss issues such as staff recruitment, supervision and training. She ensured that relevant documents were available for the inspector to view. n Parents, staff and children shared their views and experiences with the inspector, at appropriate 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

12 December 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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