Yesodey Hatorah Primary Girls School

Inspection of Yesodey Hatorah Primary Girls School Yesodey Hatorah School, 153 Stamford Hill, LONDON N16 5LG

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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

Staff have very close and caring relationships with children in this warm and nurturing nursery. They create a family atmosphere where staff know and value each child highly. Staff take time to ensue that babies settle well by adhering to their care routines from home, such as sleeping patterns. They have high expectations of children and manage children's behaviour in positive ways. Children behave well.

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The provision is good

Staff work well together to create a suitably challenging curriculum that offers children stimulating experiences. All children make good progress. Staff support children to gain good creative skills. Children enjoy scooping and pouring beans into tubs. They explore different textures and materials, such as tissue paper and pom-poms, which they use to decorate boxes.

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The provision is good

Staff help children to gain good mathematical skills. They count beans with children as they play, and use words such as 'empty' and 'full' to compare volume. They sing number songs and rhymes to support children's counting skills. Staff support children's physical development well. Babies and toddlers enjoy pulling themselves up and climbing onto low platforms. They crawl through tunnels and develop good physical skills.

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need to do better?

n Staff sing lots of action rhymes and songs in Yiddish and English and teach children new words in dual languages. They talk and listen to children well. Staff plan activities that link children's physical and early writing skills well. For example, they encourage children to use large arm movements to draw on paper on the floor. n Children gain good independence skills. Children under two years of age learn to select toys for themselves from a wide range of accessible resources. Staff teach children how to feed themselves. They support children to learn to share and to take turns, for example, when playing with resources in the pretend play home corner. n Staff have good partnerships with parents and ensure that parents have daily updates about their children's activities and progress. Parents describe staff as 'very caring' and state that they are pleased with children's progress. Staff work well with parents to support children's development in areas such as behaviour

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need to do better?

management. n Leaders monitor and support staff effectively. They spend time in group rooms observing staff and provide helpful advice to improve their practice, where required. Leaders have regular meetings with staff to discuss and support their work. They are committed to staff development and ensure that staff have

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need to do better?

9 December 2024 regular training opportunities. For instance, staff received training on how to support children's oral hygiene awareness, which has led to better outcomes for children. n Leaders review all areas of the provision and set clear goals to build ongoing improvements. For instance, they plan to continue to enrich activities to promote best outcomes for children. n Children develop a good understanding of the world. Staff take children out on walks to observe seasonal changes. They gather leaves with children in autumn and talk about changes in nature. Staff teach children the names of animals and the sounds they make. n Staff prioritise children's safety. They ensure that all areas of the nursery are kept clean and hygienic for children's use. Staff carry out safety checks indoors and outdoors to reduce the risk of hazards. Leaders teach children how to use tools, such as scissors, with care and caution.

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need to do better?

n The nursery provides healthy, nutritious meals and snacks for children. Staff ensure that children have fresh air and physical challenges each day. n Staff generally provide a wide range of interesting books for children's use. However, they have not fully considered how to promote children's engagement with stories to support their language and literacy skills further, for example by making the book area more inviting to children. n Staff have started to teach children about feelings. For example, they sometimes refer to children feeling 'happy'. However, staff have not fully developed this to reflect a wider range of emotions to help children to understand themselves and others.

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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 consider ways to enhance children's engagement with books to support their communication, language and literacy skills further n develop children's understanding of feelings further to support their understanding of themselves and others.

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Setting details

Unique reference number EY419251 Local authority Hackney Inspection number 10363948 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 24 Number of children on roll 37 Name of registered person Yesodey Hatorah Primary Girls School Trust

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reference number

Telephone number 02088 098 044 Date of previous inspection 17 January 2019

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Information about this early years setting

Yesodey Hatorah Primary Girls School registered in 2011. The nursery is located in Stamford Hill, in the London Borough of Hackney. It provides care for children during term time, from 9am to 4pm on Monday to Thursday, and from 9am to 12.45pm on Friday. There are 15 staff, 10 of whom hold appropriate early years qualifications. The nursery provides government funded childcare.

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Inspection activities

n During the inspection, the inspector went on a learning walk around the nursery with the provider to discuss the aims of the curriculum. n The inspector observed the interactions between staff and the children and spoke with the children, when appropriate. n The provider and the inspector carried out a joint observation of a group activity. n During the inspection, the inspector held a meeting with the provider and sampled some documentation. n The inspector considered the views of staff and parents during the inspection.

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Inspection activities

9 December 2024 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

9 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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