Harmony House at Castle Green

Inspection of Harmony House at Castle Green Castle Green Centre, Castle Green, Gale Street, Dagenham RM9 4UN

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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 Not applicable

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The provision is good

Children are eager to start their day. They separate easily from their parents and carers, coming in, self-registering themselves and hanging up their coats. Staff welcome children with cheerful greetings and cuddles for those that need some extra reassurance. The setting has a broad and ambitious curriculum in place for children that spans both indoors and outdoors. Children show high levels of focus and concentration as they tackle different tasks and participate in activities.

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The provision is good

The behaviour of children is good. Staff are good role models and use 'please' and 'thank you' when speaking with children. Children model these interactions with their peers during play. Golden rules are in place within each room and children are reminded of these during group times. Children form friendships with other children and begin to play cooperatively together. In the garden, children laugh as they take turns to roll cars faster and faster down the pipes into the large tray.

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The provision is good

The support for children with special educational needs and/or disabilities is a particular strength of the setting. Staff work in partnership with parents and external agencies to put in place consistent plans to support children's learning and development.

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need to do better?

n Staff know children well. They confidently talk about children's starting points, the progress children have made and what they would do if they identified any gaps in children's learning. Staff accurately track children's development and ensure they have challenging next steps in place, which build on what it is children need to learn next. Children are well prepared for the next stage of their learning. n The curriculum for communication and language is excellent. All staff understand the importance of using verbal and non-verbal means of communication to ensure all children, including those with SEND, understand what is being asked. Staff are currently training in British Sign Language, and Makaton is also used. Visual timetables are available within every room. A sign of the week helps children to learn and communicate with their peers. n Children develop a love of reading and books. They enjoy sitting down together

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need to do better?

to share stories before lunchtime. They curl up on bean bags in the garden and share stories with each other or independently. All rooms have a 'book of the month' which forms a focus for lots of different activities. As children in pre- school explore the book of 'Goldilocks and the Three Bears', they take part in activities that explore the different concepts in the books. For example, they look at quantities, learn language, such as 'big' and 'small' and retell the story independently.

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need to do better?

11 March 2025 n Children are imaginative and use their knowledge and past experiences to develop games with others. Children enjoy using the free choice they have within the enabling environments to be creative and expand their ideas. Children playing in the construction area talk about building a swimming pool and, in the garden, children use drumsticks to light their imaginary bonfire. n Staff provide children with a wide range of opportunities throughout the day that allow them to learn and consolidate different skills. However, on occasion, staff can be too quick to problem solve for children rather than allowing them to work things out through trial and error, to build confidence and resilience. For example, staff put blocks the right way round so they automatically fit. n Parent partnerships are excellent. Parents describe the setting as a very warm and welcoming environment. Parents feel that staff are nurturing and caring and

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need to do better?

that their children have thrived since attending. Parents comment that they feel very well informed of how their children are progressing and the support that is available to them as a family. n Practitioners within the setting are reflective. They regularly seek the views of parents and others using their service to look at what additional enhancements they can make to their practice. Staff at the setting feel well supported in their role. The setting offers regular training opportunities. Staff are encouraged, when ready, to continue their professional development by undertaking further qualifications.

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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 make better use of strategies to enable children to develop problem-solving skills and build independence.

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Setting details

Unique reference number 2700017 Local authority Barking and Dagenham Inspection number 10372465 Type of provision Childcare on non-domestic premises

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Registers

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

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inspection

Total number of places 81 Number of children on roll 97 Name of registered person Harmony House Dagenham CIO

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reference number

Telephone number 02087241530 Date of previous inspection Not applicable

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Information about this early years setting

Harmony House at Castle Green re-registered in 2022. The setting is based within the Castle Green Centre in Dagenham which is located in the London borough of Barking and Dagenham. The setting is open from 8am to 6pm, Monday to Friday for most of the year. The setting employs 20 members of staff, of these one staff member is qualified to level 6, nine are qualified to level 3 and nine are qualified to level 2. The setting offers the government funded places for childcare.

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Inspection activities

n The deputy manager, manager and inspector completed a learning walk together of all areas of the setting and discussed the early years curriculum. n Children told the inspector about their friends and what they like to do when they are at the setting. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector spoke with the manager about the leadership and management of the setting. n The special educational needs coordinator spoke to the inspector about how they support children with special educational needs and/or disabilities. 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 communication and language activity with the manager and deputy manager. n The inspector spoke to several parents during the inspection and took account of

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Inspection activities

their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the setting.

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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

11 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.

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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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