Gan Yeladim

Inspection of Gan Yeladim 37a Broadhurst Gardens, LONDON NW6 3QT

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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

Children return to nursery feeling happy and quickly settle back in after the summer break. The staff offer a warm welcome and nurturing interactions. This helps the children build strong connections with them and feel comfortable in their care. Although leaders and staff are aware of their roles and responsibilities in safeguarding, documentation for children's attendance records is not always accurately maintained at the beginning of the day or when they leave the setting. As a result, essential information about the individuals present on the premises on any particular day is not available should it be needed. However, staff do complete regular headcounts of children present, meaning that information about the number of children present is known by staff at any point in the day.

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The provision requires improvement

Staff organise various activities to welcome children back to the nursery, including sensory play with flour and play dough. However, the curriculum does not take into account the children's interests or developmental stage, which is essential for keeping them motivated and engaged. This oversight leads to some limited engagement in play, reducing the benefits gained from the available resources and activities. Despite these weaknesses, children demonstrate positive behaviours and build friendly relationships. Staff act as positive role models by interacting warmly and teaching good behaviours, such as saying 'please' and 'thank you'. They praise children's efforts, such as when they build with blocks and identify colours. These interactions boost children's confidence and self-esteem effectively.

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The provision requires improvement

Staff actively involve children in activities that promote their communication, language and literacy skills. For instance, they spend time talking with the children and narrating during role-play activities. The children also enjoy singing songs and reciting rhymes as well as listening to stories throughout the day.

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need to do better?

n Managers and staff understand their roles in keeping children safe and know the procedures for reporting concerns about a child's welfare. For instance, if a child arrives with an injury from home, for their records, staff ensure they document the incident. However, the attendance records provided in the app are not always accurately maintained, which hinders access to important information during emergencies. Despite the app not always being accurate, managers use backup systems, such as talking to staff and looking at whiteboards, to ensure they know how many children are present. n Although the manager outlines her expectations for children's learning, the staff do not effectively implement these ideas. The curriculum lacks ambition and does not provide adequate challenge, particularly for the older children. The quality of teaching varies, resulting in differing levels of support for children's

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need to do better?

4 September 2025 learning. While a variety of activities are offered, the staff do not consistently have a clear understanding of their teaching objectives or how these activities support learning. As a result, there are times when children lose interest and move from one activity to another. n The curriculum for personal, social and emotional development is not always well implemented to provide children with the skills they need to become independent and learn important hygiene practices. Children have some opportunities, such as choosing activities and hanging their belongings on pegs, and staff support handwashing before meals and after using the toilet. However, staff do not prioritise these skills, from early in the term when children start back at nursery. For example, during nappy changes, staff do not encourage children to participate and help undress themselves. At snack time, children are not

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need to do better?

supported to use a spoon to serve themselves, instead they use their hands to scoop fruit out of the bowl. This also raises the risk of cross-contamination and the spread of germs. n Leaders are dedicated and focused on providing a diverse curriculum and improving children's outcomes. They conduct staff meetings to review performance and ensure mandatory training, such as safeguarding, is current. However, staff practice varies, and supervision arrangements fail to identify all weaknesses to improve the quality of teaching. n All children, including babies, enjoy playing in the garden, developing physical skills with wheeled toys. Older children use their feet to manoeuvre large cars and the slide. Babies receive plenty of cuddles and attention from the caring and attentive staff. They are given opportunities to enhance their curiosity and investigative skills. For instance, babies discover that shaking containers filled

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need to do better?

with objects produces sounds. They also enjoy moving their bodies in different ways to the rhythm and imitating the actions of the staff. n Staff listen to the children and follow their lead in the activities they wish to choose. For example, the staff engage in role play by pretending to mix ingredients and cook meals. They provide the children with a range of toy food and resources to foster their imagination. Children of all abilities, including those in receipt of additional funding, make steady progress from their starting points in development. However, their progress is hindered when staff do not clearly understand what they want to teach the children.

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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

maintain an accurate daily record of the names of the children looked after on the premises and their hours of attendance 10/10/2025

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Due date

implement an ambitious curriculum for all children that identifies a progressive sequence of knowledge and skills that children need to gain 10/10/2025

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Due date

enhance staff's understanding and practice to help children develop their hygiene and independence and self-help skills 10/10/2025

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Due date

improve supervision and mentoring of staff to ensure they identify and address weaknesses in their teaching and practice. 10/10/2025

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Setting details

Unique reference number 2722608 Local authority Camden Inspection number 10408116 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 39 Number of children on roll 31 Name of registered person Gan Yeladim Limited

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reference number

Telephone number 07771445684 Date of previous inspection Not applicable

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Information about this early years setting

Gan Yeladim registered in July 2023. The setting is situated in the London Borough of Camden. It operates Monday to Thursday, from 8am to 6pm, and Friday from 8am to 2pm, for 46 weeks of the year. The setting employs 11 staff to work with the children. Of these, eight hold appropriate early years qualifications at level 2 or above. The setting offers funded early education for children aged two, three and four years.

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Inspection activities

n The manager and inspector completed a learning walk together of areas of the nursery and discussed the early years curriculum. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector spoke to several parents during the inspection and took account of their views. n The inspector carried out a joint observation of a planned activity with the manager. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this had on children's learning. n The inspector spoke with the director and the manager 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

4 September 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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