Cybertots On The Green

Inspection of Cybertots On The Green 2a Drayton Green, West Ealing, London W13 0JF

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Inadequate

p.1

The provision is good

Leaders and staff have strong relationships with families and children. The well- established key-person system helps all children to form strong and secure attachments. Leaders have put in place a well-designed curriculum, which carefully considers the current cohort of children's needs, including those who speak English as an additional language. Staff use regular observations and assessments to identify what children need to learn next. This helps them to identify children with special educational needs and/or disabilities (SEND) and provide tailored support for them. This means that all children make good progress from their starting points.

p.2

The provision is good

Staff provide consistent praise and encouragement, which motivates children to participate in activities and share what they are doing with their peers and other adults. Staff model positive language to support children to persevere when activities are challenging. Additionally, staff encourage children to recognise and understand their own feelings. This helps to develop children's positive self-esteem and supports them to be respectful to others.

p.2

The provision is good

Leaders understand the importance of keeping children safe and secure. They have taken appropriate steps to address previous actions. For example, leaders and staff have attended relevant training and are confident with the improvements and changes made to policies and procedures to safeguard children.

p.2

need to do better?

n Leaders and staff provide a well-sequenced curriculum for all children. They assess children's starting points carefully and plan activities to enable them to make progress in their development, including children with additional needs. n The curriculum places an importance on children learning about different emotions from an early age. For example, staff ask children how they are feeling and encourage them to ask their peers. This helps children to understand their own feelings and the importance of considering other's feelings in play. n Staff make good use of routines to help children to become increasingly independent. For example, young children help to tidy up when they hear the 'tidy up' song and then wash their hands before snack. Toddlers start to manage putting on and taking off their coats, when moving between indoors and outdoors. Older children clear the table after mealtimes and cut their own fruit.

p.2

need to do better?

This demonstrates that children are clear on the behavioural expectations and that staff prepare them well for their next stage in their learning journey. n Staff use a range of ways to build on children's language and communication skills. For example, they sing to children while modelling actions from familiar songs and they use large-group times to involve children in discussions around

p.2

need to do better?

4 March 2025 books. However, teaching is not always targeted to meet all children's individual learning needs during these group sessions. n Outdoors, children practise large physical movements and take risks in a safe and welcoming space. Staff narrate and praise younger children as they have a go at climbing up to go down the slide and older children navigate space well or balance on climbing frames with staff nearby. Children develop confidence in their own abilities. n Mathematics is carefully woven into everyday routines and interactions. For example, pre-school children use their fingers to represent numbers in different ways and they count how many more bowls they need while laying the table for their peers. This means children are gaining an understanding of early mathematical concepts. n Staff work closely with parents to meet children's individual needs. Parents comment positively on the progress their children are making. They feel well

p.2

need to do better?

informed and receive ideas of how they can support their child's learning at home. For example, when children are ready, staff work closely with parents to support them and their child with toilet training. Parents can attend workshops and are given books to read to their child to help to create consistency between home and nursery. n Staff comment they feel supported in periods of change. For example, they have attended training to develop their knowledge and improve standards. They share learning with each other and leaders monitor their progress through regular one- to-one meetings and observations.

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

should:

n develop group activities to meet the needs and abilities for all children.

p.3

Setting details

Unique reference number EY281374 Local authority Ealing Inspection number 10375717 Type of provision Childcare on non-domestic premises

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

p.4

inspection

Total number of places 60 Number of children on roll 68 Name of registered person Cybertots (On The Green) Limited

p.4

reference number

Telephone number 020 8997 3990 Date of previous inspection 19 August 2024

p.4

Information about this early years setting

Cybertots On The Green registered in 2004. The nursery operates from a purpose- built building in Drayton Green, in the London Borough of Ealing. It is open each weekday, from 8am to 6pm, for 50 weeks of the year. The nursery offers government funded places. The nursery employs 21 staff, of these, 11 hold appropriate early years qualifications.

p.4

Inspection activities

n The manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n Children spoke with the inspectors during the inspection. n The inspectors talked to staff at appropriate times during the inspection and took account of their views. n The inspector spoke with leaders about the leadership and management of the nursery. n The inspectors 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 the deputy manager carried out a joint observation during mealtime. n The inspector spoke to several parents during the inspection and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

p.5

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.5

Inspection activities

4 March 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.5

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.6

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.6

Inspection activities

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

p.6

Inspection activities

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

p.6