Moreland Primary School 0-2 Provision

Inspection of Moreland Primary School 0-2 Provision Moreland Primary School, Moreland Street, London, Islington EC1V 8BB

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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 Good

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The provision is good

Babies arrive and settle easily at this safe and curriculum-rich environment. Staff show a genuine interest and develop secure bonds with young babies, which helps to support their sense of security. Young babies gaze at staff's faces, making eye contact, and learn to express their needs. Staff skilfully engage with babies and support their play indoors and outdoors. Babies learn to move around, easily self- selecting what they want to play with. Young children develop curiosity as they investigate and develop their physical skills. Staff sing action songs with babies to help support their communication and language skills.

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The provision is good

Staff follow daily routines to help young children and babies feel secure and to ensure that their care needs are met. Young children become aware of the difference between right and wrong, as they are given gentle reminders of how their actions affect others. Young children enjoy sand play outside. They develop their small motor skills and build relationships with each other. Staff encourage children to problem-solve as they feel different textures, make shapes and experiment using different tools.

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need to do better?

n Staff plan a well-designed and exciting curriculum, which helps to support children under the age of two years to develop across the three prime areas. For example, children enjoy outdoor play as they climb, ride small wheeled toys and move between the indoors and outdoors. Staff offer circle time sessions and encourage children to communicate how they are feeling, for example, through the use of visual cards. Children listen to stories and skilfully turn the pages of a book. Staff communicate well with children and are aware of their individual stages of development. Young babies are well prepared for their move into the toddler room. n Staff support children's language development well. For example, they consistently speak to children and carry out small-group activities. However, on occasion, staff do not focus on deepening children's understanding further by giving meaning to their actions, such as talking about what they are doing when

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need to do better?

they help to make a sandcastle. n Parent partnerships are good. Staff work effectively to ensure that parents feel welcomed and supported at this inclusive and successful baby setting. Parents are updated via the online parent app. Staff talk to parents daily to help parents be involved in their child's learning. Parents are encouraged to take books home and read to their children to help support home learning. Staff get to know parents in their home environment, such as during home visits. Parents speak highly of staff's support and can state clearly the progress their child has made since starting at the setting.

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need to do better?

21 May 2025 n Leaders regularly evaluate staff practice and complete audits to assess what can be improved. For example, they have changed the daily timetable in response to children's developing needs. Staff attend regular training, supervision and staff meetings to discuss ways to develop further and better support children. Leaders adapt and respond well. For example, they put in place contingency plans when there are staff shortages or absences. This all helps to ensure consistency of care for young children. Staff morale is high as staff work effectively together. n Staff support young children who may have gaps in their development to catch up. They work with many external agencies across the borough, and sign post parents for support who may need it. n Staff provide healthy, nutritious meals, cooked on the school site, to help ensure that children's health needs are met. Staff work with parents and offer a positive

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need to do better?

environment and encouragement during toilet training routines. Children are supported to learn about hygiene routines to help prepare them for school and later life. n Staff support children's understanding of what comes next, to help support their self-esteem and confidence. For example, children enjoy one-to-one sessions with staff and learn to follow the sequence and steps of a task or activity.

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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 further support babies to learn language in the moment, for example, by describing actions and using clear, simple language.

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Setting details

Unique reference number EY542004 Local authority Islington Inspection number 10394642 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 12 Number of children on roll 12 Name of registered person Moreland Primary School Governing Body

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reference number

Telephone number 02072538144 Date of previous inspection 17 September 2019

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Information about this early years setting

Moreland Primary School 0-2 Provision registered in 2017. It operates from Moreland Primary School in the London Borough of Islington. It is open from Monday to Friday, 8am to 6pm, all year round. The provider offers government funded places for childcare. The provider employs three members of staff, all of whom hold a relevant childcare qualification at level 3.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The deputy manager, manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n The inspector communicated with babies during the inspection. 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 setting. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on babies' learning. n The manager and the inspector carried out a joint observation of a language and communication activity. n The inspector spoke to several parents during the inspection and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of the

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Inspection activities

suitability of staff working in the nursery.

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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

21 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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