Grenfell Early Years

Inspection of Grenfell Early Years Lower Clarendon Walk, Lancaster West Estate, London W11 1SL

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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 Requires improvement

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The provision is good

Staff have a deep understanding of the children and families who attend the nursery and of their differing needs. Staff are positive role models who prioritise children's emotional well-being. Leaders place a great emphasis on providing nurturing spaces and secure attachments for children. Staff have a fluid approach to the day so that they can focus on children's needs first. As a result, children feel happy, safe and ready to learn.

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The provision is good

The curriculum is ambitious. Staff make adaptations to personalise learning for children. Staff use creative activities to extend children's learning through their interests. For example, children enjoy removing cars from blocks of ice with hammers as they develop muscles for early writing skills and the next stage of their education.

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The provision is good

Staff support children to actively develop their strength, balance and coordination as they navigate soft play and steps. Staff are close by to praise and encourage them. Children behave well. For example, older children show high levels of involvement as they work together to build a castle with the soft blocks. They develop strong hand and finger muscles as they roll play dough and thread beads. Children enjoy role play as they cook their cupcakes in the oven, reminding friends they will be hot. Children engage in activities for long periods, despite their young age.

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need to do better?

n Leaders plan a well-sequenced curriculum that builds on children's existing knowledge. Staff understand the curriculum intentions and implement them well into children's play. Ongoing monitoring of children's progress enables staff to accurately identify their next steps in development. This helps to ensure that all children are prepared for their next stage of learning. n Staff know children very well. They use professional tools and their knowledge of child development to assess children's skills and to identify concerns early. Staff are appropriately quick to refer to the relevant agencies. For example, they work closely with speech and language teams to provide the right support for children with special educational needs and/or disabilities (SEND). As a result, children get the early help they need to access all activities and close any gaps in their learning. n Staff engage and interact with children well. Children are introduced to signing

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need to do better?

alongside words to support their communication. Children show that they recall this learning, for example by using signs to greet each other during the 'hello' song. At times, some staff relay information to children quite fast. This does not always give children time to process information and support their developing

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need to do better?

17 December 2024 understanding. n Staff use books well to support children's learning; therefore, children develop a love of books. They understand how books work and to look after books carefully. Children take the time to look at books independently. They enjoy listening to stories and eagerly talk about characters in the stories as staff read to them. n Leaders use additional funding effectively, ensuring that children attending are offered the full learning experiences on offer. This means children are making good progress in their learning and support is offered for the family as well. n Staff know the children and their families very well. Parent feedback is very positive as they describe a strong partnership. They feel supported and say communication is a key strength. These very successful relationships support the links between home and the nursery. n Staff are passionate about their role and are good role models. Children form

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need to do better?

secure attachments and staff offer gentle encouragement. However, they do not consistently encourage children's developing independence. For example, while children are encouraged to make choices in their play, they are not supported to carry out small tasks such as putting on aprons and their coats for garden play. n Staff report that they receive high levels of support in their role. They feel that leaders are always approachable. Leaders regularly observe staff's teaching and practice. They provide constructive feedback and training opportunities to help staff continually develop their teaching skills. The leaders have high regard for all members of staff and prioritise their well-being.

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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 enhance the overall good support for children's communication and language development to help children to process information and build on their understanding n encourage children's developing independence further throughout the daily routines and activities.

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Setting details

Unique reference number 105700 Local authority Kensington and Chelsea Inspection number 10370001 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 30 Number of children on roll 22

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Name of registered person

Lancaster West Children's Community Network

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reference number

Telephone number 020 7221 9031 Date of previous inspection 5 February 2024

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Information about this early years setting

Grenfell Early Years registered in 1993 and is located in North Kensington, in the London Borough of Kensington and Chelsea. It is open all year round, from 8am to 4pm, Monday to Friday. The centre currently employs eight members of staff, of whom all hold appropriate early years qualifications up to level 5. The nursery receives funding for two-, three- and four-year-old children.

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Inspection activities

n The manager and deputy manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. 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 held a meeting with parents to gather 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 and manager completed a joint observation of snack time. 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 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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