388 Streatham Hub Children's Centre

Inspection of 388 Streatham Hub Children's Centre Streatham United Reformed Church, 388 Streatham High Road, LONDON SW16 6HX

p.1

Overall effectiveness Inadequate

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

p.1

The provision is inadequate

The provider has failed to take sufficient action to improve since the last inspection. There remain significant weaknesses in the leadership and management, which continue to impact on the quality of children's care, learning and development. The failure to maintain improvements in the safeguarding arrangements means that children's safety is not assured.

p.2

The provision is inadequate

The provider has a poor understanding of the learning and development requirements and has failed to design a curriculum that meets all children's needs. Staff have a poor understanding of what they want children to learn. Staff are often preoccupied with routine tasks, such as cleaning, which limits their interactions with children. As a result, children are frequently left to their own devices with little to stimulate their interests and learning. The support for children's learning and development is inadequate.

p.2

The provision is inadequate

Some children join in with number songs and rhymes. They learn to count on their fingers. At times, staff read children stories and encourage them to talk about the pictures. However, staff frequently fail to adapt these sessions to help children to join in and maintain their attention. As a result, some children become bored and unmotivated. Children learn to follow instructions, such as washing their hands before meals. However, staff do not teach children to control their behaviour or consider the feelings of others well. For example, older children often speak over each other and push other children away to speak to an adult. Children's emotional well-being is not well supported.

p.2

need to do better?

n The provider has failed to ensure that all staff, including temporary staff, have a good understanding of the steps to take to raise any concerns about children's welfare. Additionally, the provider has failed to ensure that the improvements made to staff's understanding of how to respond in the event of an allegation have been maintained and embedded. This means that concerns may not be reported in a timely fashion, which potentially puts children at risk. n The provider has failed to provide staff with opportunities to develop their knowledge and understanding of how to support children's learning and development. The quality of teaching remains poor. For example, staff often do not talk to children while they play, to support their language development. Staff have inappropriate expectations for children's learning. This significantly impacts the progress that children make. n The provider has not taken action to implement suitable supervision

p.2

need to do better?

arrangements for staff. Although staff say they have attended team meetings to plan monthly topics and the resources they need, they do not have opportunities

p.2

need to do better?

19 March 2025 to discuss the children they care for. This impacts how well staff are supported to consider, and meet, children's individual learning and development needs. n There remain weaknesses in the key-person arrangements. Staff do not consistently build strong relationships with children to help them feel secure. For example, staff do not take steps to help new children settle in, which impacts their emotional welfare. Furthermore, staff do not effectively use what they know about children to tailor their care and learning experiences. n Although the provider has attempted to recruit a manager and a deputy manager, they have been unsuccessful in appointing for either role. This means that there continues to be no suitable management on the premises. This has a significant impact on the provider's ability to meet the requirements of the early years foundation stage (EYFS) and the quality of care being provided.

p.2

need to do better?

n Staff fail to take appropriate action to help children regulate their behaviour. For example, children jump and crawl over the bed mats unchallenged, while others are trying to rest. Furthermore, on occasion, staff resort to raising their voice to regain children's attention. This impacts on children's emotional well-being and means that children do not learn to be respectful of others. n Daily routines are poorly organised. Children frequently have to wait too long while staff complete tasks, such as serving food. Additionally, young children struggle to maintain attention during storytelling sessions. As a result, children lose control of their behaviour, leading to some children becoming emotional and others being boisterous. Children do not learn to regulate and manage their own behaviour. n Sleeping arrangements are not safe or suitable. Older children's sleep mats are in poor condition and are unhygienic. Furthermore, children do not have sheets

p.3

need to do better?

or blankets to make themselves comfortable to rest. Children are not supported well to settle down for sleep times. n The provider's curriculum is narrow and lacks ambition for children's progress. The provider has failed to take action to improve the opportunities that children have to develop their skills and knowledge across all areas of learning as set out in the EYFS. This continues to have an impact on the skills that children develop and things they learn about. Children are not prepared well for the next stage in their learning. n There are some suitable arrangements in place to support children with additional needs. Staff have an awareness of which children are accessing additional support. However, the support plans they put in place lack detail of how to best support these children's needs. This further indicates weaknesses in the key-person arrangements. n Weaknesses in planning mean that children's learning is not sufficiently

p.3

need to do better?

stimulated. Some planned activities fail to capture children's imagination or interest. As a result, children fail to become highly engaged in the activities and this impacts on how well they develop the skills to concentrate and persevere in their play.

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

19 March 2025 There is not an open and positive culture around safeguarding that puts children's interests first.

p.3

Due date

ensure that all staff, including the designated safeguarding leads, have an appropriate knowledge and understanding of how to respond to allegations against adults working with children 04/04/2025

p.4

Due date

identify learning opportunities for staff to develop their professional knowledge and understanding so they can support children's learning and development to a good level 04/04/2025

p.4

Due date

implement effective supervision for staff so they receive support and coaching to develop their practice, and provide opportunities for staff to discuss their key children and promote the children's interests 04/04/2025

p.4

Due date

improve the key-person arrangements so that information about children's individual needs is used effectively to tailor the care they receive 04/04/2025

p.4

Due date

take action to ensure that there is a suitably qualified manager or deputy who has relevant experience and knowledge to ensure the quality of care and education is of a good level 04/04/2025

p.4

Due date

implement appropriate behaviour management strategies that set clear expectations for children's behaviour 04/04/2025

p.4

Due date

19 March 2025 improve and monitor the daily routines so that children are supported to regulate their behaviour 04/04/2025

p.4

Due date

improve the sleeping arrangements to ensure that children's bedding is safe and suitable for use. 04/04/2025

p.5

Due date

implement a broad curriculum that sets out clear intentions for children's learning so that all children, including those with special educational needs and/or disabilities, make good progress. 04/04/2025

p.5

Setting details

Unique reference number EY423134 Local authority Lambeth Inspection number 10376383 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

p.6

inspection

Total number of places 33 Number of children on roll 26 Name of registered person 388 Streatham Hub Ltd

p.6

reference number

Telephone number 020 8677 7088 Date of previous inspection 6 November 2024

p.6

Information about this early years setting

338 Streatham Hub Children's Centre registered in 2011 and is located in the Streatham area of the London Borough of Lambeth. The nursery employs six members of childcare staff, of whom four hold appropriate early years qualifications at level 3. The nursery operates from 8am to 6pm on weekdays, for 51 weeks of the year.

p.6

Inspection activities

n The acting deputy manager and the inspector discussed how the nursery organises their early years provision, and what it is they want children to learn. n Children spoke to the inspector about what they enjoy doing while at the nursery. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector spoke with the nominated individual about the leadership and management of the nursery. 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 acting deputy manager and the inspector carried out a joint observation of a group activity. n Parents shared their views of the setting with the inspector.

p.7

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.7

Inspection activities

19 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.7

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.8

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.8

Inspection activities

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

p.8

Inspection activities

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

p.8