Early Start Shrewsbury Road

Inspection of Early Start Shrewsbury Road Early Start Plashet, 2 Shrewsbury Road, LONDON E7 8AL

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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 Good

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The provision requires improvement

Leaders are motivated and have a clear plan for the development of staff's practice. However, leaders have had to learn and establish other duties and responsibilities, which hinders their ability to fully focus on consistently supporting the staff team. This results in low staff morale and inconsistencies in the quality of care and education children receive overall. Staff deployment is not always organised fully to ensure that staff can attend to children's needs immediately.

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The provision requires improvement

In addition, partnerships with parents are not strong. Parents are not fully informed about their child's next steps in learning and organisational changes in the setting. Although staff are offered supervision meetings to help improve their practice and better support children, these have not been fully embedded. Therefore, improvement is slow overall.

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The provision requires improvement

Children are happy and secure, and excited when they arrive. The curriculum supports children's language and communication well. For example, children enjoy singing songs and group discussions. Children confidently express their thoughts and ideas. They are well behaved and build caring friendships with each other. Children enjoy indoor and outdoor play. They explore their environment and extend their physical skills. Children problem-solve, such as when they build with bricks and investigate plants.

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need to do better?

n Although leaders are new, they are working hard to establish different ways of working to further improve children's outcomes. Even though interactions between staff and children are caring and affectionate, they are not consistently to a good level. For example, staff do not consistently question children further to challenge their thinking and problem-solving skills. This means that children do not consistently extend their learning. n Staff ensure that children are safe and secure, and risk assessments are thorough. However, at times, staff deployment is not always swiftly rearranged to better meet children's needs. For example, although ratios are met overall across the nursery, in the baby room there is one more baby than the recommended staff to baby ratio. The arrangements to make this right are not swift enough. This means that staff cannot attend to babies' needs immediately. In addition, this is because when leaders are not present, there is not always a

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need to do better?

contingency plan in place to ensure oversight of the setting. n Parents do not consistently know what their children are learning at the nursery and cannot support them further at home. In addition, parents are unclear as to why there have been changes in the structure of the nursery and what impact this may have on their children. Nevertheless, parents speak highly of staff and

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need to do better?

9 June 2025 the relationships between staff and their children. They comment on the positive impact this has had on their child's self-esteem and confidence. Staff know parents well and have long and established professional relationships with them. n Leaders carry out supervision meetings with staff and offer support, including reviewing their curriculum planning. There are new opportunities for training available for staff, who can access online mandatory training to build on their childcare practice. Although they are in the early stages of this new way of working, improvement has been slow. This means that children do not consistently receive good teaching, such as hearing challenging questions and having better quality interactions from staff. This means that children do not always progress as much as they can in their learning. n The support for children with special educational needs and/or disabilities

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need to do better?

(SEND) is secure. Staff use additional funding well, such as to provide individual care and purchase new resources for all children. Staff work with outside professionals to ensure that children receive the support that they need. They teach children about the wider world as they explore different celebrations. This helps children to positively understand and appreciate the differences people may have outside their family. n Staff support toddlers to clean their teeth. For example, children take part in a supervised toothbrushing activity and sing the toothbrush song to help understand what steps to follow. For instance, they know to listen out for the end of the two-minute timer before they stop brushing their teeth. They sing about what happens if they do not clean their teeth. This helps toddlers to understand the importance of oral hygiene. n Staff encourage children to be creative. For example, children use ingredients to

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need to do better?

help make blue play dough. Children listen, follow instructions and take turns. This supports children's sensory experience and helps to develop their fine motor skills. n Staff are kind, thoughtful and good role models to children. They support children to know right from wrong and remind them about the 'golden rules' in the setting to help reinforce positive behaviour. For example, children take turns and wait for their turn to speak. This helps to prepare children for their eventual move to school.

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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:

9 June 2025 n continue to work on ways to consistently support staff to help them deliver good-quality education to further support children's learning n put in place contingency plans to sort out staffing arrangements more swiftly to ensure that children's needs are met at all times n provide parents with updated information about their child's next steps in learning, so that they know what their children are learning and are informed of any organisational changes n develop staff supervision sessions more precisely to ensure consistency in high- quality interactions with children across the staff team and to help improve staff's knowledge.

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Setting details

Unique reference number EY543066 Local authority Newham Inspection number 10397387 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 63 Number of children on roll 63 Name of registered person Early Start Education Limited

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reference number

Telephone number 0203 373 6050 Date of previous inspection 5 August 2019

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Information about this early years setting

Early Start Shrewsbury Road registered in 2017. The setting is located in Forest Gate, in the London Borough of Newham. The setting is open each weekday, from 8am to 6pm, Monday to Friday, all year round. The provider employs 15 members of childcare staff, 13 of whom hold relevant childcare qualifications ranging from levels 2 to 5. The setting provides government-funded places for childcare.

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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 inspector viewed the provision and discussed the safety and suitability of the premises. n The nominated individual joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n The children spoke with the inspector 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 Staff spoke to the inspector about how they support children with SEND. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on the children's learning. n The nominated individual and the inspector carried out a joint observation during

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Inspection activities

a learning 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 suitability of staff working in the setting.

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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

9 June 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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