Rosemary Works East

Inspection of Rosemary Works East Unit 12- the Tram Depot, 38-40 Upper Clapton Rd, London E5 8BQ

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 Outstanding

p.1

The provision is inadequate

Leaders do not ensure that staff are effectively deployed in all rooms during all periods of the day. As a result, children's needs, including babies' emotional needs, are not always met. In addition, staff and leaders do not have a thorough knowledge of safeguarding procedures and the referral processes to follow if they have concerns about a child's welfare. This includes if an allegation is made against a member of staff. This does not effectively keep children safe from harm.

p.2

The provision is inadequate

Nevertheless, children arrive at the nursery happy to meet staff, who are warm and kind to the children. The key-person system helps staff to gain a broad knowledge of each child and build links with families. During a child's settling-in period, staff take the time to get to know each child well. Staff establish what the children like, so they can plan a curriculum around children's interests.

p.2

The provision is inadequate

Staff work hard to build children's independence skills. From a young age, children are taught to tidy up after themselves, using songs to engage children in tasks. Children are encouraged to serve themselves at mealtimes and are given the time to master the skill of holding serving spoons with confidence. Children fetch their coats when it is time to go on their daily outing, and they demonstrate how they are learning to put their coats and hats on. However, at times, younger children's routines are not effectively managed throughout the day. As a result, young children and babies sometimes become restless, which has an impact on all of the children in the room and does not support the younger age groups to develop positive attitudes to learning.

p.2

need to do better?

n The setting is under new leadership. However, processes are not yet secure. For example, the arrangements currently in place to ensure that staff are well deployed in the baby room are not effective. There is regular movement of staff in and out of the room, which unsettles the babies. In addition, routines are not embedded to ensure babies' emotional needs are met and that children are provided with consistent learning opportunities. n The leadership team has not ensured that staff's knowledge of safeguarding is robust and effective. Staff are unsure of the full reporting procedures and do not have a broad knowledge of safeguarding subjects. This puts children at risk. n All staff, including those who are new to the setting, have access to and complete regular training, including safeguarding. However, the leadership team does not effectively check that the knowledge gained from training is fully

p.2

need to do better?

understood and embedded in practice. n The quality of children's experiences throughout the day is variable across the nursery, in particular for younger children. Although there is some meaningful

p.2

need to do better?

13 January 2025 learning taking place through quality interactions, it is evident that the staff team has not always carefully considered how the activities provided support children's next steps. The team's understanding of what it wants younger children to learn is not always clear and activities do not always take into account the ages and stages of the children attending. n In the pre-school rooms, where practice is stronger, children are exposed to a wide curriculum of learning. They love to engage with staff, who support language development well. Staff talk to children and extend their knowledge by encouraging two-way conversations. For example, children role play and pretend they are Santa's helpers, preparing the presents for next Christmas. Staff engage children by asking questions, giving time for children to respond and providing additional resources to extend children's play. n Children have lots of opportunities to explore their creative talents and their

p.2

need to do better?

senses. For example, children explore a tray of ice cubes and talk about how the cold feels. Some children say that the cube is 'cold' and 'freezing'. Staff extend the learning by adding paint to the tray, and children paint the cubes and watch the effect of the colours on melting ice. n Children have daily trips out of the nursery. This helps to support children's physical skills. In addition, when indoors, children love to climb the steps of the indoor tree house and count as they move up the steps. Children enjoy building their strength as they manoeuvre their bodies around the soft-play equipment, where they can jump, climb and reach. Children build their finger muscles using scissors to cut out shapes and create pictures. They manipulate chains and locks on a board. This helps to prepare young children to develop their fine motor and early writing skills. n Staff find out key information from parents about the children before they start

p.3

need to do better?

at the setting. Staff work with parents well, particularly when completing assessments or if they raise concerns about a child's development. Parents explain that their child like to attend the setting.

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

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

p.3

Due date

13 January 2025 ensure staff are deployed effectively at all times to meet children's needs, including babies' and younger children's emotional needs 10/02/2025

p.3

Due date

ensure all staff know and understand the safeguarding arrangements, including an understanding of the referral processes to follow when there are concerns about a child 10/02/2025

p.4

Due date

ensure all staff know the action to be taken in the event of an allegation being made against an adult working with the children 10/02/2025

p.4

Due date

ensure that when staff attend training, leaders check that staff's knowledge is embedded and can be effectively put into practice 10/02/2025

p.4

Due date

ensure the curriculum is based on what children are intended to learn and ensure this information is shared with staff, so that all activities are well planned and enable all children to make the best possible progress. 10/02/2025

p.4

Setting details

Unique reference number EY547324 Local authority Hackney Inspection number 10381802 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

p.5

inspection

Total number of places 60 Number of children on roll 73 Name of registered person Rosemary Works EYC Limited

p.5

reference number

Telephone number 02076135500 Date of previous inspection 30 April 2019

p.5

Information about this early years setting

Rosemary Works East registered in 2017. It is located in the London Borough of Hackney. The nursery is open each weekday, from 8am until 6pm, for 49 weeks of the year. There are 28 members of staff. Of these, one is a qualified teacher and 22 hold early years qualifications at level 2 and level 3. The nursery accepts early years funding.

p.5

Inspection activities

n We carried out this inspection as a result of a risk assessment, following information we received about the provider. n The inspector, manager and co-manager completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n The inspector spoke to a number of parents and took their views into account. n The inspector observed interactions between staff and children in all rooms. n The inspector spoke to staff and took their views into account. n The co-manager and inspector carried out two joint observations in two separate rooms. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

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

13 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