Eliana Bilingual Nursery

Inspection of Eliana Bilingual Nursery Unit 1, 10 Park Lane, Wembley HA9 7RP

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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 Not applicable

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The provision requires improvement

The curriculum across the setting is not fully developed or clearly understood by all staff. Leaders do not provide consistent guidance to staff on what they intend children to learn. As a result, children do not consistently benefit from well-planned activities to support their learning and development. At times, the lack of purposeful learning experiences means children are not fully engaged in their play. This leads to inappropriate use of resources and limits the learning potential of the activity.

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The provision requires improvement

However, children are happy to come into the setting. They happily leave their parents and carers and are eager to see what activities are available. Staff take the time to get to know children and work closely with parents to gain information. They adapt the settling-in process and work closely with parents to gain information about children's next steps in learning. Young children enjoy taking part in group singing activities. They copy actions and smile when staff sing. Some children happily share and take turns with their friends. However, staff do not always provide children with clear and consistent messages about the expectations for their behaviour.

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need to do better?

n There is a lack of consistent reinforcement of rules and boundaries for children across the setting. As a result, some children do not fully understand what constitutes inappropriate behaviour, such as throwing objects, and staff's responses vary. This inconsistency limits children's ability to learn, follow and understand the expectations for their behaviour. n Staff do not consistently implement an ambitious curriculum for all children. For example, at times they focus too much on domestic routines and do not spend enough time talking with children. Their interactions are not sustained or long enough to help each child develop the language skills they need for thinking, which limits children's communication and concentration. n Children make independent choices and follow their interests. They enjoy squashing and moulding faces out of play dough. However, the quality of education across the nursery does not support children to make the best

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need to do better?

possible progress. While staff plan activities, they do not extend children's learning enough so they gain the most from the experiences available to them. At times, staff do not consider how increased noise levels make it difficult for children to hear and concentrate. n Leaders understand what the setting does well and where improvements are needed. They try to support staff and offer some training. However, professional development does not focus precisely on improving how staff teach and interact with children. Leaders do not check staff's practice closely enough to help them

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need to do better?

14 May 2025 to improve their skills to adapt activities to suit all children's ages and stages of development. n Parents spoken to on the day of the inspection commented that they are regularly informed about the children's daily experiences. Staff talk to parents at drop-off and collection times. n Children enjoy playing in the large local park. Staff encourage children to be active and use their energy in the fresh air. Children run around, kick balls and throw hoops onto cones. They have various opportunities to develop their large- muscle skills. n The provider works in partnership with other agencies and parents and puts strategies in place to support the development of children with special educational needs and/or disabilities (SEND). This helps children with SEND to make progress in their learning and development. n Staff provide opportunities for children to learn early mathematical concepts. Children count blocks as they build towers. Staff introduce mathematical

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need to do better?

language when children play with oats. n Children play in a bright, welcoming and well-resourced learning environment with positive displays of people and languages from around the world. This helps to increase children's understanding of diversity. n The setting forms effective links with local schools that children will move on to when their early years education comes to an end. Staff invite teachers to visit children and their key person at the setting to share information and help prepare the children for their transition on to school. n Staff share ideas with parents about healthy options for their children's lunch boxes. They talk to children about the food they eat, helping them to identify what is healthy food and what is not. Children learn about the food that gives them energy. They benefit from a healthy diet in the setting.

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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

14 May 2025 improve staff's understanding of behaviour management strategies so that they have a consistent approach to better support children's understanding of positive behaviour 25/06/2025

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Due date

develop a clear and ambitious curriculum across all areas of learning that is fully understood by all staff and implemented consistently. 25/06/2025

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should:

n enhance the quality and consistency of staff's interactions to better support children's communication and language development and concentration n improve the monitoring of staff's practice to support them to adapt activities to suit children's ages and stages of development so that all children benefit from consistently good learning experiences.

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Setting details

Unique reference number 2713314 Local authority Brent Inspection number 10380745 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 67 Number of children on roll 167 Name of registered person Eliana Nursery Ltd

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reference number

Telephone number 07730363244 Date of previous inspection Not applicable

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Information about this early years setting

Eliana Bilingual Nursery registered in 2022 and is based in the London Borough of Brent. The setting employs 18 members of childcare staff. Of these, 12 staff hold early years qualifications ranging from level 3 to level 6. The setting opens from Monday to Friday, all year round. Sessions are from 7am until 6pm. The setting provides government funded childcare.

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Inspection activities

n The inspector and leaders completed a learning walk together across all areas of the setting to discuss how the curriculum is organised. n The inspector looked at relevant documentation, including evidence of staff's suitability to work with children. n The inspector observed children's activities and staff's teaching indoors and outdoors. n The inspector and the leaders carried out two joint observations. n The inspector spoke to parents, staff and children during the inspection and took account of their views. n The inspector held discussions with leaders at appropriate times during the inspection and during a scheduled meeting.

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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

14 May 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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