Wood Wharf Kindergarten

Inspection of Wood Wharf Kindergarten 8 Park Drive, London E14 9ZW

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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 Not applicable

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The provision is good

Children progress well in their learning and development in this stimulating and engaging environment. Staff form warm relationships with the children. They speak in positive, engaging tones. Children approach staff to share their play, or to seek comfort where needed. Staff clearly explain how they expect children to behave, and praise children warmly with descriptive praise when they meet these expectations. For example, children beam with pride, as staff praise them for helping to wipe the table.

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The provision is good

Leaders provide a wide range of interesting and enriching experiences as part of the curriculum. Staff support children to experience a range of new languages, such as French, Spanish and Mandarin. They help children to develop physically as they practice yoga or move to music. Staff develop children's understanding of the natural world very well. For example, children learn how plants grow, as they pick seeds out of apples to plant, or help to grow vegetables in the garden. Staff help children to develop their understanding of animals and their habitats. Children observe ant behaviour through magnifying glasses, or witness the transformation of caterpillars into butterflies.

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The provision is good

Children have a strong understanding of the daily routines. For example, after lunch, they wash their hands and then take themselves calmly off to have a sleep. Well-embedded routines, such as these, help children to feel safe and secure.

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need to do better?

n Staff teach children to develop their independence skills. For example, during lunchtime, children carefully serve their own food, pour their water and use their cutlery to eat their lunch. Children also help to clean up, clearing their plate and wiping the table after lunch. Developing these skills helps to build children's self- esteem and prepares them well for the next stage in their learning journey, such as school. n Usually, staff support children's language development well. They get down to the children's level and narrate as they play, using a wide range of interesting language. For example, staff talk about the 'bumpy ball' as they explore what is in the bag with the babies. They discuss species of butterfly as toddlers paint butterflies together. This helps children to widen their vocabulary and progress in their language development. On occasion though, some staff interactions are less effective. On these occasions, staff focus more on giving children

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need to do better?

instructions, rather than narrating as children play, or discussing their experiences as they eat. n Staff plan many opportunities for children to develop their physical skills throughout the day. Children develop their hand-eye coordination as they pour

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need to do better?

24 June 2025 and scoop water, or carefully scrub dolls clean. They develop strength and spatial awareness as they roll tyres around or navigate around the garden on a balance bike. Staff support children to balance and increase their flexibility as they practise yoga skills. Children make good progress in their physical skills. n Staff support children's mathematical development very well. They use mathematical language throughout the day. For example, staff talk to toddlers about how their beakers are half full or full of water, or talk to pre-schoolers about the shapes in the patterns they are making. This helps children to understand early mathematical concepts. n Staff support children well in their personal, social and emotional development. They explain to children how to take turns, such as when staff help children to wait patiently to serve themselves their fruit. Staff help children to navigate

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need to do better?

disagreements with peers by teaching them to resolve conflicts or challenges for themselves. For example, where multiple children want the same resources, children go and get more of these and share them with their friends. Learning these social skills helps children to form positive relationships with their peers. n Leaders ensure that the key-person system meets children's individual needs well. Staff have a good understanding of the progress that their key children have made, and the next steps in their learning and development. They make good use of children's interests to plan learning opportunities to support children to achieve these next steps. This means that children make good progress in their learning and development. n Staff build very positive partnerships with parents. They offer regular feedback to parents about the progress children are making in their learning and development. Leaders organise many opportunities for parents to participate in

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need to do better?

workshops and events. This helps to develop parent's understanding of what their children do in nursery, and builds a sense of community among families .

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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 improve staff interactions with children so that these are of a consistently high quality.

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Setting details

Unique reference number 2698974 Local authority Tower Hamlets Inspection number 10388429 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 80 Number of children on roll 114 Name of registered person Wood Wharf Kindergarten Limited

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reference number

Telephone number 02035004605 Date of previous inspection Not applicable

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Information about this early years setting

Wood Wharf Kindergarten registered in 2023 and is located in the Canary Wharf area of the London Borough of Tower Hamlets. The opening hours are 7am to 7pm, all year round. The provider accepts 15 and 30 hour entitlement funding.

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Inspection activities

n The manager 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 inspector spoke to children to find out about their time at the setting. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The manager and the inspector carried out a joint observation of an activity. n Parents shared their views of the setting with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery. n The inspector spoke with leaders about the leadership and management of 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

24 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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