Morning Glory Pre-School

Inspection of Morning Glory Pre- School Cann Hall Methodist Church, 296 Cann Hall Road, LONDON E11 3NN

p.1

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 Good

p.1

The provision requires improvement

Children have good bonds with the staff at the pre-school and most children settle well. Children engage well. They are familiar with the environment and the activities in the pre-school. Children confidently navigate around the pre-school safely. Older children talk about their friends and their favourite toys at the pre- school. However, some children do not benefit from quality interactions from key adults as staff's deployment is not always effective.

p.2

The provision requires improvement

Staff plan a broad and generally effective educational programme for children aged two upwards. Children benefit from an outdoor play area and break-out room to promote their large physical development. Children climb on equipment, crawl through tunnels and jump across stepping stones. They practise using the equipment and develop their core strength and stability. Although children make progress in their development, they do not benefit from focused planning and teaching to help them to make better progress.

p.2

The provision requires improvement

Staff encourage children to take turns and play collaboratively with others. Children take turns in helping to build a tower with foam bricks. Other children take turns using toy spanners to loosen and tighten nuts and bolts. Outside, staff play a giant 'four in a row' game with the children, who take turns to add their coloured pieces to make a pattern of four in a row. Older children communicate with each other and plan where to add the pieces.

p.2

need to do better?

n Staff's interactions with staff are, at times, positive. Staff talk to children while they role play home-life scenarios. Children pretend to cook, using utensils to stir pots and pour food from bowls onto plates. Staff ask children open-ended questions, such as, 'What did you put in your pasta?' Children respond by naming vegetables, for example 'carrots' and 'tomatoes'. Staff encourage children to use their imaginations. n Staff praise children's achievements and their efforts, which helps to raise their self-esteem. However, staff do not support children's behaviour consistently. At times, when children struggle with their interactions and sharing with their friends, they become frustrated. While some staff intervene and talk to children about sharing and playing safely, other staff do not manage the unwanted behaviour well. This means children repeat the behaviour and find it difficult to regulate their emotions.

p.2

need to do better?

n Managers do not prioritise children's learning needs when planning for staff's deployment. Although staff meet children's essential care and well-being needs, some staff spend long periods of time away from children in their room. Some children miss out on planned meaningful interactions during this time. Managers

p.2

need to do better?

15 January 2025 make sure that ratio requirements are met, but do not ensure that staff are deployed to support all children's learning. n Overall, staff promote children's good health effectively. Children understand the importance of washing their hands and staff support children to brush their teeth to fun songs. However, staff do not actively reinforce policies on healthy eating and good oral health fully when parents provide food and drinks from home for their children. n Partnership with parents and families is positive. Parents and carers comment on the support and guidance the staff offer them with their children's toilet training and self-care. Parents observe improvements in their children's independence skills since joining the pre-school. Managers place a strong focus on supporting children with special educational needs and/or disabilities (SEND), working together with parents and external agencies.

p.2

need to do better?

n Managers develop a curriculum to ensure that there are various learning opportunities for children. Senior staff set up activities that are age-appropriate and consider children's interests. Staff can identify what their children know and can do. However, not all staff consistently plan children's next steps in development and do not know how to build on their learning and development further. n Managers understand that children developing good communication and language skills are key to successful learning. They provide a lending library to promote parents' engagement in reading for pleasure at home with their children. However, some group activities in the pre-school are not planned effectively. For example, staff interrupt children's story time to change their nappies, wash their hands and transition to other routines. As a result, children can become distracted and lose interest. n Staff report they are well supported by the manager and have access to training

p.3

need to do better?

opportunities. They have completed mandatory training. Some staff have completed training developed by the local authority. This training supports and develops parents' understanding of the seven areas of learning. Staff have invited parents into the pre-school to share this knowledge with them, sharing ideas and activities for children's learning at home.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

Due date

15 January 2025 improve staff's understanding of behaviour management strategies so that they have a consistent approach to better support children's understanding of positive behaviour 28/02/2025

p.3

Due date

plan for staff's deployment more effectively to meet the learning needs of all children throughout the day. 28/02/2025

p.4

should:

n provide clearer information for parents about healthy options for children's food and drink to promote children's physical well-being and understanding of healthy lifestyles n extend staff's knowledge of the curriculum intent so that they focus more precisely on the skills and knowledge they want children to learn next n strengthen the organisation of group activities to enable all children's participation consistently well.

p.4

Setting details

Unique reference number EY450601 Local authority London Borough of Waltham Forest Inspection number 10367596 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

p.5

inspection

Total number of places 40 Number of children on roll 32 Name of registered person Oyinka-Antwi, Elizabeth

p.5

reference number

Telephone number 07782 644664 Date of previous inspection 14 February 2019

p.5

Information about this early years setting

Morning Glory Pre-School registered in 2012. It operates from Cann Hall Methodist Church in Leytonstone, in the London Borough of Waltham Forest. The pre-school operates during term time, from 8.30am to 2pm, Monday to Friday. It provides government funded childcare. There are seven members of staff, five of whom hold appropriate childcare qualifications at levels 3 and 6.

p.5

Inspection activities

n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want children to learn. n Staff and parents spoke to the inspector during the inspection. n The inspector observed the quality of education being provided and assessed the impact on children's learning. n The manager and the inspector carried out a join observations of story time. n Staff spoke to the inspector about how they support children with SEND. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the pre-school. n Children told the inspector about their friends and what they like to do when they are at pre-school.

p.6

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.

p.6

Inspection activities

15 January 2025 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.

p.6

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.7

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7