Little Marvels Day Nursery (Hewens)

Inspection of Little Marvels Day Nursery (Hewens) The Sunshine Centre (Hewens College), Hewens Road, HAYES, Middlesex UB4 8JP

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Overall effectiveness Inadequate

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

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The provision is inadequate

Staff do not ensure the setting is a safe place for children to play and, as a result, expose them to hazards. Risk assessments are completed, but staff fail to identify resources that could be potentially dangerous. Babies are given felt-tip pens with small lids to use. Children are allowed to put these in their mouths, which is not safe practice and creates a risk of choking.

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The provision is inadequate

Leaders have implemented a curriculum. However, some staff have a poor understanding of the curriculum and how children learn. Staff lead some activities without thinking about why they are doing it and what they want the children to achieve. As a result, children do not engage fully, and there is no impact on their learning.

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The provision is inadequate

Children are happy and enjoy their time at the setting. Staff are warm and provide a welcoming environment for children, who settle well. Staff set up a range of activities to promote children's development. However, some staff, particularly in the toddler room, lack the understanding of how to support and engage children in these activities to further children's learning skills. As a result, children attempt to do threading or sticking activities, but because they are not supported, they quickly lose interest and move on to something else.

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The provision is inadequate

Overall, children are well behaved and have a positive attitude. Older children confidently talk to adults, expressing their own thoughts and ideas. Some staff interact well and support children's communication skills effectively, but this is variable across the setting.

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need to do better?

n Leaders have put safeguarding procedures in place, and staff attend regular safeguarding training and updates. However, staff do not all have a thorough understanding of the procedures. They are uncertain of what to do if they have a concern about a child's well-being or if there was an allegation against a member of staff, especially who they should contact outside of the nursery. n Staff complete risk assessments but fail to identify potential hazards and remove them from the environment. Babies are given resources that are not appropriate for their age and that create a risk of choking. n Staff complete regular observations and assessments on children's learning. However, these are not accurate and, therefore, not useful. Staff set targets for children that are not always appropriate for the age and stage of their development, and therefore, progress is not being monitored effectively. n Leaders and staff do not have a thorough understanding of their curriculum and

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need to do better?

what they want children to learn. This has resulted in poor teaching in some

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need to do better?

2 May 2025 areas of the nursery. For example, in the toddler room, staff are often preoccupied with routine tasks, such as cleaning, which limits their interactions with children. Children spend time wandering between activities as staff are not supporting and guiding them to learn new skills. This has an impact on the progress that children make. n A key-person system has been put in place by leaders, but this is not always effective. Some children have key persons that do not work for the majority of days they are in the setting. This leads to the children not getting the full support they need to make good progress. n Leaders and staff do not teach children who have English as an additional language effectively. Staff are unsure about what languages children and their families speak at home. This means they cannot support and celebrate this with the children. n Leaders and staff have close relationships with parents and keep them involved

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need to do better?

and up to date with their children's learning. For instance, through an online app, parents see regular observations, and they enjoy attending parent events. n Staff are supported by the leadership team, which values staff's well-being. Regular supervision meetings, staff meetings and peer observations support staff in their roles. However, these have not identified any weaknesses in staff practice. Leaders are aware that further training needs to be completed to address these. n Leaders and staff have effective relationships with other professionals. For example, they work closely with the local authority to get support for those children with special educational needs and/or disabilities. n Staff support children to be independent. For example, young children learn to feed themselves, and older children enjoy serving themselves at mealtimes and getting themselves ready before they go outside. n Children enjoy playing in the well-resourced garden and have many

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need to do better?

opportunities to develop their physical skills. They learn to take turns as they play ball games and share the bikes, and they develop an understanding of simple rules.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

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

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Due date

2 May 2025 ensure all staff are aware of safeguarding procedures and who they should contact if they have a concern about a child's well-being or an allegation against a member of staff 06/06/2025

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Due date

improve risk assessment procedures to ensure children are not exposed to unnecessary risks, and help staff to identify and minimise potential hazards to protect children's safety 06/06/2025

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Due date

ensure there is an effective key-person system and staff fulfil their role as a key person effectively, so that the care and education provided are tailored to meet the needs of every child 06/06/2025

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Due date

ensure staff have a good knowledge of their roles and responsibilities, including understanding how children learn and the leader's curriculum intent, so that all children make the best possible progress 06/06/2025

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Due date

ensure staff understand how to support children who are learning English as an additional language so that they make the best possible progress in their language skills. 06/06/2025

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Setting details

Unique reference number EY540677 Local authority Hillingdon Inspection number 10388310 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register Day care type Full day care

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inspection

Total number of places 60 Number of children on roll 54 Name of registered person Little Marvels Nursery Services Limited

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reference number

Telephone number 07498523896 Date of previous inspection 5 July 2019

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Information about this early years setting

Little Marvels Day Nursery (Hewens) registered in 2016. It operates within the grounds of the Hewens College campus in Hayes, Middlesex. The nursery is open each weekday from 8am to 6pm and operates all year round, excluding public holidays. The provider receives funding to offer free early education for children aged two, three and four years. There are 16 staff, of whom 13 hold relevant qualifications, ranging from level 2 to level 6.

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Inspection activities

n The manager and inspector completed a learning walk to gather information about how the provision and curriculum are organised. n The inspector spoke to staff and parents at appropriate times during the inspection and took account of their views. n The manager carried out a joint observation with the inspector to evaluate the quality of teaching. n The inspectors checked evidence of the suitability and qualifications of staff working with children. n The inspector observed the quality of teaching indoors and outdoors to assess the impact of this on children's learning.

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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

2 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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