Alba - Early Years Day Nursery

Alba - Early Years Day Nursery

Unique reference number (URN): 2728711 Address: London Playing Fields Foundation Pavillion, Birkbeck Avenue, Greenford, UB6 8LS Type: Childcare on non-domestic premises Registered with Ofsted: 12/05/2023 Registers: EYR, CCR, VCR Registered person: AlbaNurseries Ltd

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Behaviour, attitudes and establishing routines Expected standard

Staff are positive role models, build positive relationships with children, and have high expectations for behaviour. They remind children of the key rules, such as being kind to others and walking when indoors. On occasions when children struggle with their behaviour, staff take time to help them manage their emotions. This helps children to understand what is expected of them and supports positive behaviour. Leaders focus on monitoring children's attendance. They work closely with parents and carers to promote punctuality and place importance on children's welfare.

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Behaviour, attitudes and establishing routines Expected standard

Since the last inspection, leaders and staff have worked hard to improve transition times for children. Staff set clear routines so that children understand expectations. Children understand the routines, listen carefully and respond well. They help to tidy away toys and confidently sit and take part in activities and stories. This helps children to develop the skills they need for life and as they move on in their education.

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Children's welfare and wellbeing Expected standard

Staff create a warm environment, where children settle well. Staff are nurturing and responsive to the needs of children. The key-person system is established, and children build connections. Key staff engage children in their play and offer reassurance when needed. The secure emotional bonds children develop with their key person help them to flourish. Children who have delays in their development and those with special educational needs and/or disabilities receive appropriate care and support. Children are supported to develop key personal skills and learn to become independent. For example, during mealtimes, younger children learn to feed themselves, and older children help to set up the tables, serve themselves and pour their own drinks. Staff promote skills in table manners and teach children how to be safe when eating, such as by staying seated at the table until they have finished.

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Inclusion Expected standard

Staff support children with special educational needs and/or disabilities (SEND) well. They understand the importance of early identification and intervention. For example, staff focus on observing and monitoring children when they first start at nursery. This helps to identify any gaps in learning and development swiftly. Staff work in partnership with parents and other professionals to make timely referrals where needed. Staff undertake SEND training to develop their knowledge and understanding to provide more targeted support for children. The setting receives a range of additional funding to support children's individual needs. It puts targeted plans in place to support children's development and learning and ensure that activities are suitably differentiated for these children who require additional support. This ensures it is fully inclusive and able to adapt activities and the environment to meet the

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Inclusion Expected standard

needs of all children, including those who may be known to children's social care.

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Leadership and governance Expected standard

Leaders are committed to improvement. Following the last inspection, they have implemented required changes to raise the quality of care. Leaders have worked hard to overcome staffing issues so that children receive consistent care. They follow safer recruitment procedures to ensure that staff are suitable to work with children. Leaders work closely with the team to make significant improvements. Staff are deployed effectively to ensure all children are safe and well supported.

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Leadership and governance Expected standard

Leaders evaluate practice, and training helps staff to develop their knowledge and skills. This has a positive impact on the quality of care and learning for all children. Leaders continue to monitor the quality of all aspects of the provision, including through effective staff coaching. They identify areas to work on and have further training planned for staff to improve their understanding of teaching and the curriculum. Leaders seek advice from the local authority to source training for staff and to target support for children. Children with special educational needs and/or disabilities are appropriately supported.

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Achievement Needs attention

Children do make progress from their starting points in learning and development. However, during some activities, there is insufficient focus on the teaching and learning for individual children to achieve. This limits the progress children make to develop the skills needed for their next stage of learning or move on to school. Children's communication and language are generally supported well, although exposing children to a range of interesting language could capture children's attention and focus even more. Children who have delays in their development and those with special educational needs and/or disabilities receive appropriate care and support. Effective systems ensure they are swiftly identified and fully supported to make progress from their starting points alongside their peers. All children are developing confidence and independence.

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Curriculum and teaching Needs attention

There are inconsistencies in implementing some elements of the curriculum, such as mathematics and language comprehension. Staff are not always clear on what they want children to learn from an activity, which means children do not always receive the full support needed to build on and make secure progress in their learning. However, leaders are reflective, and they have made considerable improvements since the last inspection. Staff benefit from professional development, regular coaching and constructive support to improve practice. Although there is more to do, this support for staff has led to improvements in the curriculum design and quality of teaching.

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Curriculum and teaching Needs attention

Children enjoy regular access to the outdoor area, benefiting from fresh air and physical activity. Staff help children to make good progress in their personal, social and emotional development. They support children to learn to share and take turns. This helps children to build positive relationships with their peers.

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Curriculum and teaching Needs attention

Staff and leaders are aware of barriers to children's learning and work with parents and carers to ensure children are supported with home learning. Children, including those who speak English as an additional language and those with special educational needs and/or disabilities, make progress from their starting points in learning. Staff monitor children's progress carefully. They identify aspects of children's development where they need additional help and implement targeted support. Staff work closely with parents to make referrals if needed, seeking support from other professionals.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Staff warmly greet children at this nurturing and caring nursery. They focus on children's personal, social and emotional development from the start. Staff build close, trusting relationships with children, offering them lots of cuddles and reassurance. This helps children to feel safe and secure. Children smile as they see familiar faces. They delight in playing games with their friends, showing a sense of belonging. Children with special educational needs and/or disabilities are appropriately supported. Staff identify their individual needs and work with external professionals to help them make progress.

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What it's like to be a child at this setting

Staff know children well and plan for their individual next steps in learning. However, the curriculum is still in its infancy and is not embedded consistently. The curriculum intent is not always clear during activities. That said, children are motivated to learn and do make progress. Staff help children to become confident communicators. They interact with them during their play and ask questions to encourage conversation. Children express their own ideas and feelings. Staff encourage children to choose books and enjoy sharing stories with them. During story time, staff repeat key words and phrases. However, leaders do not always ensure that children develop their skills and ability to recall stories they have previously read or to repeat language they have previously learned to help support their vocabulary, language and understanding.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare register the provider must take the following actions by the assigned date:

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About this inspection

The inspector spoke with leaders, a special educational needs coordinator, activity leaders, staff and children during the inspection.

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Address:

London Playing Fields Foundation Pavillion Birkbeck Avenue Greenford UB6 8LS

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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1 to 4

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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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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