THE EARLYRISE CENTRE

Inspection of THE EARLYRISE CENTRE 475 Romford Road, LONDON E7 8AD

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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

Children arrive at the setting excited and eager. They are warmly greeted on arrival by kind and caring staff who build strong, affectionate relationships with them. Children clearly demonstrate they feel safe and secure in the nurturing environment. They confidently explore the activities and play with their friends.

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The provision is good

Managers develop a well-structured, engaging curriculum, which places a strong emphasis on promoting children's physical health and communication and language skills. Staff have high expectations for children's learning. They have a thorough understanding of children's current stages of development. Staff use this knowledge to carefully plan meaningful activities, and they have clear intent for what they want children to learn. They incorporate teaching opportunities that support all children to make good progress from their individual starting points.

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The provision is good

Children show good levels of attention and curiosity. They follow instructions given by staff, such as listening for their name and forming a line ready to wash their hands. Children learn to take turns and share as they play. They demonstrate a clear understanding of the routine and behavioural expectations. Staff gently remind children of the rules of the setting, saying, 'Walk, please,' and 'Remember we take turns.' This supports them to behave very well. They are kind towards their peers and staff. Staff praise the children for their efforts, which promotes children's confidence and self-esteem.

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need to do better?

n Staff plan engaging activities to support children's core strength and stability. This includes indoor activities such as jumping, hopping and dancing. Children enjoy the fully equipped soft-play room. Outdoors, children confidently climb up the slide and balance well on the scooters. n Children are supported very well to become confident speakers. Staff use singing, action rhymes and stories as part of everyday practice, for example recalling a new snowman song in a large group. Children experience a high level of interaction during play, as skilful staff narrate, explain and introduce new words. For example, children talk about the feel of the snow and the animals. n Children are supported by staff to become independent. Children roll up their sleeves and wash and dry their hands. They put on their coats, and the younger ones request help when required. Children make choices and serve themselves

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need to do better?

during snack time. This prepares them well for their next stages of learning, including starting school. n Staff provide substantial support to children who are learning to speak English as an additional language. This includes obtaining essential words and phrases in the children's home languages and using visual aids, such as objects of

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need to do better?

9 December 2024 reference and visual timetables. This supports children's developing communication and provides a sense of belonging. n Diversity is celebrated at the setting; for example, children visit the shops to explore different foods, and they celebrate festivals and access a range of books and equipment that reflect different cultures. They discuss the large display that shows each child's 'passport' on the wall, which contains their country of origin, the language they speak and some key words in that language. Staff play songs related to the children's home languages. Children learn to appreciate and value each other's differences. n Staff provide a good balance of adult-led and child-initiated activities that are based on children's interests. Overall, children demonstrate high levels of motivation and engagement. However, during group sessions such as circle time, not all children are as well engaged in activities as others. This means that some

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need to do better?

children do not benefit fully from all learning opportunities. n The environment is rich in opportunities for children to develop their literacy and mathematical skills. Staff regularly incorporate counting into daily routines and provide plenty of literacy-rich activities. For example, during group-time activity, children confidently fetch their names and read out the letters. Children enjoy shared reading, which fosters a love of books. This is extended through a range of stimulating activities staff plan for them around a book of the month. n Partnerships with parents are highly valued. Parents enthusiastically speak about the level of progress their children have made, particularly in their speech, language and literacy skills. Parents appreciate the help to support children's learning at home. The setting has termly parent meetings and daily conversations and parents are sent newsletters. This provides continuity in

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need to do better?

children's learning and development. n Managers have a clear vision for the setting and aim to provide every child with a high-quality early years experience. Managers act on the views of staff, parents and children to continuously improve the quality of provision. Staff receive effective supervision and coaching to help them to develop their skills. They comment on feeling well supported and working closely as a team with the managers.

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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 strengthen strategies to support all children to engage in group activities.

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Setting details

Unique reference number EY539898 Local authority Newham Inspection number 10367356 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

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inspection

Total number of places 24 Number of children on roll 20 Name of registered person The Earlyrise Centre Ltd

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reference number

Telephone number 02084750500 Date of previous inspection 5 February 2019

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Information about this early years setting

The Earlyrise Centre registered in 2016 and is operated by The Earlyrise Centre Ltd. The setting is situated in Forest Gate in the London Borough of Newham. It operates Monday to Friday from 8.30am to 3.00pm, during term time only. A range of flexible sessions is offered within those hours. The setting receives funding for two- and three-year-olds. It currently employs four members of staff, including the manager. All staff hold appropriate early years qualifications.

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Information about this inspection

Inspectors Jaswinder Rakhra Caroline Preston

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Inspection activities

n Children spoke to the inspector about what they were doing during the activities. 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 The inspector looked at relevant documentation and reviewed the evidence of the suitability of staff working in the nursery. n The inspector spoke to the manager about the leadership and management of the nursery. n Parents shared their views of the nursery with the inspector.

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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

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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