Monkey Puzzle Greenford

Inspection of Monkey Puzzle Greenford Little Einsteins Nurseries Ltd, Unit C, Tillermans Court, Grenan Square, Greenford UB6 0FT

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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 Outstanding

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The provision requires improvement

Children are greeted by friendly staff at the door and separate easily from their parents and carers. Staff have warm relationships with children. They provide activities and routines that are familiar to children, and this helps them to settle. Children participate in a range of activities. For example, older children enjoy cooking and making flapjacks with bananas and oats. Toddlers scoop soil and fill plant pots, sharing how plants need water and sunshine to grow.

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The provision requires improvement

Staff devise individual next steps for all children's learning. However, they do not implement the curriculum consistently to take account of children's different stages of development. Some planned adult-led activities are not well presented to grasp and sustain children's interest. For example, during a cooking activity, staff use one bowl for a large group of children, who wait repeatedly for it to be passed to them. As a result, children lose interest in the activity and their learning. Older children are kind and friendly to each other. However, staff do not manage all children's behaviour consistently, and not all children get to share what they know.

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The provision requires improvement

Staff identify children who need extra help or those with special educational needs and/or disabilities and request support if needed. Staff are aware of strategies to support children. For instance, they describe how using visual aids, such as objects of reference and picture timetables, support children to anticipate routines. However, staff do not consistently include these strategies in daily practice to build on children's understanding of daily routines and experiences.

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need to do better?

n The key-person system is not robust. Key persons are not allocated until after children have settled into the setting, as leaders want children to develop and form their own attachments. However, this means that individual children do not have a named key person as they make the move into the setting, to ensure their care is tailored to their individual needs during this transition. n Staff provide a range of resources for children to access for themselves. Babies develop their curiosity and physical skills by crawling to access sensory resources at their level. Toddlers move around the room to look at books or use musical instruments by shaking and rattling. Young children begin to develop pride in what they can do. n Staff help to prepare older children for the next stage in their education. Older children pour drinks and serve themselves their food at mealtimes. Parents share how their children's personal self-care, including using the toilet and hygiene

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need to do better?

routines, was made easy, as the setting worked with them to develop their children's independence. n Interactions between staff and children are inconsistent. Some staff give children

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need to do better?

3 April 2025 a full commentary on what they observe children doing and what is going to happen next. However, some staff pick up and carry or take children's hands, leading them to where they want children to go. This does not support children's understanding or communication skills. n Staff work with parents to continue children's home routines. Children sleep at different times during the day. Children have their own sleeping bag and have a cot or a mat depending on their age. Staff are trained on safe sleeping protocols, and they supervise children throughout their nap times. n Leaders have a clear vision for the setting. Overall, room leaders have sound understanding of what they want children to learn and how they are going to support children's development. However, less-experienced and new staff do not receive consistent support on how to tailor activities to meet the needs of children at different stages of development.

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need to do better?

n Staff feel happy and valued by leaders, who have procedures to develop staff's practice and to provide support. The setting has recently experienced a significant turnover of staff. Leaders are focusing on building their staff team through ongoing training. However, less-experienced and new staff are less confident in their practice. Leaders have not consistently implemented strategies to evaluate the impact of training to promote quality and support consistency across the setting. n Staff do not have consistent or high expectations for children's behaviour. They do not consistently reinforce the setting's 'golden rules' with children, which include good listening and taking turns. Staff do not remind more-confident children to listen and give quieter children time to speak. n Leaders and managers have recently introduced an online app to share information on children's daily care with parents. The setting has a second app

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need to do better?

to upload observations and monitor children's progress. Staff are eager to share information with parents throughout the day about their children's care. However, at times, activities lose their focus, as staff are busy taking pictures to upload. This impacts on children's enjoyment and participation in activities.

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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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Due date

3 April 2025 improve the effectiveness of the key- person system to ensure that children have good levels of consistency in their care and learning and to create stronger bonds with children and parents 26/05/2025

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Due date

develop staff's knowledge of how to promote children's communication and language skills more effectively 26/05/2025

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Due date

review the planning and organisation of activities, to include learning intentions for children at different stages of development 26/05/2025

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Due date

identify staff's training needs and evaluate the impact training has on raising the quality of education to a consistently high quality 26/05/2025

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Due date

provide children with clear expectations for their behaviour and help them to understand the rules in the setting. 26/05/2025

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should:

n ensure that the collection of information to be uploaded to the online app does not impact on children's participation in planned activities.

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Setting details

Unique reference number 2627742 Local authority Ealing Inspection number 10397597 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 156 Number of children on roll 85 Name of registered person Little Einsteins Nurseries Ltd

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reference number

Telephone number 0203 918 1607 Date of previous inspection 17 March 2023

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Information about this early years setting

Monkey Puzzle Greenford registered in 2021 and is based in Greenford, in the London Borough of Ealing. The setting is open all year round, from 7.30am to 6.30pm, Monday to Friday, except for one week at Christmas. It provides government funded childcare. The setting employs 26 staff. Of these, 14 hold qualifications at level 2 or above.

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Inspection activities

n We carried out this inspection as a result of a risk assessment, following information we received about the provider. n The manager and inspector completed a learning walk together of all areas of the setting and discussed the early years curriculum. n The inspector spoke to children to find out about their time at the setting. n The inspector spoke to several parents during the inspection and took account of their views. n The manager showed the inspector documentation to demonstrate the suitability of staff.

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Inspection activities

3 April 2025 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

3 April 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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