Keren's Nursery Wimbledon

Keren's Nursery Wimbledon

Unique reference number (URN): 2749378 Address: Wimbledon Synagogue, 1 Queensmere Road, London, SW19 5QD Type: Childcare on non-domestic premises Registered with Ofsted: 10/08/2023 Registers: EYR Registered person: Kerens Gan Limited

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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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Achievement Strong standard

All children make progress across all areas of learning and development. This includes children with special educational needs and/or disabilities or those for who the setting makes adjustments to daily routines or activities. Children are well prepared for their next stage and leave the setting with secure foundations for future learning, including independence and confidence.

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Achievement Strong standard

Children's communication and language skills develop well from their different starting points. They confidently express their ideas and engage in meaningful conversations with peers and staff. Children develop high levels of curiosity and concentration as they focus their attention in different activities. They develop resilience and perseverance as they practise their scissor skills, build towers with large blocks or navigate steps to the slide for the first time. Children develop independence and thrive on the praise and support staff provide to achieve this in daily routines, such as dressing themselves for forest school sessions. They learn to be kind and helpful, developing positive social skills.

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Children's welfare and wellbeing Strong standard

Staff are highly responsive to children's needs and prioritise children building secure attachments with their key person. This helps children who are new to the setting to quickly settle and feel safe and secure. Very young children develop a sense of belonging and become increasingly confident and independent in their surroundings.

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Children's welfare and wellbeing Strong standard

Leaders consistently support children's health and wellbeing. Children are provided with nutritious meals, and robust systems are in place to ensure children's dietary needs are met. Staff create a calm, comfortable environment for children who need to rest. They regularly check that children remain safe while they sleep. Children have lots of opportunities for physical play. Babies explore the physical environment confidently as they climb steps and push wheeled toys. Older children enjoy time in the woods as they jump in puddles. Children enjoy activities within the local community.

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Children's welfare and wellbeing Strong standard

Leaders prioritise all children's early independence skills, which are thoroughly embedded in daily routines. Babies are supported to use spoons to eat lunch and hold beakers themselves. Staff positively encourage children to recognise and undertake important self- care skills. They eagerly wash hands before meals, wipe their noses and put tissues in the bin. This consistently supports all children to develop positive hygiene practices.

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Inclusion Strong standard

Leaders and staff are skilled at identifying gaps in children's learning at the earliest opportunity and quickly take action to put support in place that helps them to overcome barriers to learning. They work closely with parents and other professionals, building strong relationships with them, to ensure that children continue to make further progress. Staff support all children to achieve. For instance, those children who speak English as an

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Expected standard

additional language regularly hear and use their home language as well as developing their English language skills.

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Expected standard

Leaders liaise with others involved in children's lives to identify where best to focus any funding they receive. They actively monitor the impact of this to ensure that it is making a difference to children in their learning. Parents of children with special educational needs and/or disabilities speak highly of the setting, including valuing the communication they receive. They appreciate the support they receive as a family and the significant progress their children make.

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Leadership and governance Strong standard

Leaders have an excellent knowledge of the setting's context and of the families and children who attend. They have a clear and ambitious vision for the setting. Leaders have identified areas of strength and what they would like to improve further. Staff have one-to- one meetings with leaders and are able to reflect on their practice as well as accessing continual professional development and coaching tailored to their needs. Staff comment that leaders support staff wellbeing.

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Leadership and governance Strong standard

Leaders use their systems for monitoring and assessment to give staff quality feedback and inform children's next steps. This allows gaps in children's learning and development to be quickly identified and appropriate interventions put in place.

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Leadership and governance Strong standard

The leadership team is ambitious for every child. The team regularly reflects on practice and evaluates how it can be enhanced. Leaders have an action plan in place to prioritise improvements to strengthen staff practice further. Leaders accurately monitor attendance and prioritise actions that address significant barriers to learning, working thoughtfully and closely with families where needed.

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Leadership and governance Strong standard

Partnership working is strong. Leaders act swiftly to secure external expertise to meet children's diverse needs. Relationships and communication with families are a strength. Parents comment on how well staff know their children and work with them towards the best outcomes. These relationships strengthen children's learning and sense of belonging.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have created a warm and positive environment where expectations for behaviour are clear and consistently reinforced. Most children behave well, showing respect for adults and peers. Relationships between practitioners and children are nurturing, helping children feel secure and confident. Staff model positive interactions and encourage sharing, turn- taking and cooperative play, supporting children's personal and social development.

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Behaviour, attitudes and establishing routines Expected standard

Leaders also promote the importance of punctuality and attendance effectively. They communicate with families about how regular attendance and arriving on time support children's wellbeing and learning. Daily warm welcomes help children settle quickly and reinforce the value of starting routines promptly. Monitoring systems enable leaders to identify patterns early and offer support to families when needed.

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Behaviour, attitudes and establishing routines Expected standard

Children generally show positive attitudes towards learning and routines. They respond well to praise and reassurance and take pride in their achievements. Practitioners use calm reminders and sensitive redirection to maintain expectations and meet individual needs. However, some routines are not yet fully effective. At some transition times, children occasionally become disengaged. At these times, staff do not use tools available to them to effectively support children to understand what is happening next. This inconsistency means children's engagement is not always sustained throughout the day.

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Behaviour, attitudes and establishing routines Expected standard

Leaders recognise this and are reviewing strategies and training for staff to ensure that transitions become more purposeful and supportive learning opportunities.

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Curriculum and teaching Expected standard

Leaders have designed a curriculum that is ambitious for all children. Staff understand the curriculum and how to teach this with effective interactions to extend children's learning. There are, however, some occasions where staff are not aware of where they are needed most to support children's learning. This leads to inconsistencies in staff teaching across the nursery.

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Curriculum and teaching Expected standard

Staff organise the environment so that children are motivated to engage in the learning opportunities available. They provide a range of exploratory activities that interest children and contribute to the development of their skills across all areas of learning. For example, as babies encounter different-coloured blocks to look through, staff provide them with praise, language and encouragement. This inspires children to repeat the activity and develop a positive sense of themselves.

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Curriculum and teaching Expected standard

Staff use effective ongoing assessment to understand the differing developmental needs of children and adapt their planning and teaching so that all children are included. There is an abundance of opportunities for children to develop their communication and language skills, as staff constantly interact with children and help them to learn new language. Babies learn new vocabulary such as 'squeeze' as they explore the water activity. Older children use language learned as they explore textured fruits. Children confidently use mathematical language such as 'full', 'empty', 'half' and 'whole'.

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

Children thoroughly enjoy their time at this warm, inclusive and nurturing setting. Meaningful interactions are effective in supporting children's wellbeing and emotional development. Children demonstrate that they feel safe and secure. They are supported very well by the caring and attentive staff. Babies readily receive reassuring cuddles from staff and settle into the routines well, and older children confidently ask for help if needed.

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

Children are highly valued as unique individuals. Staff have a secure understanding of the barriers children face to their learning and wellbeing, including those with special educational needs and/or disabilities. Staff demonstrate an in-depth knowledge of children and identify any emerging needs early to ensure children receive effective support. They carefully adapt activities so all children are supported to engage in their learning. Consequently, all children receive tailored support to enable them to make progress and enjoy the range of available activities alongside their peers.

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

Children demonstrate high levels of curiosity as they explore the wide range of high-quality resources and inviting activities across the setting. Priority is given to exploration and play in the natural environment as children enjoy their time at forest school sessions. These experiences provide children with many learning opportunities. Older children demonstrate their independence as they put on their outdoor clothing and sensibly walk to the wooded area for forest school. On arrival, children listen intently to the rules and boundaries, confidently answering questions and demonstrating their understanding of how to keep themselves safe. Older children challenge their developing physical skills as they peel oranges, strengthening their small hand muscles in preparation for writing. Babies enjoy exploring sensory activities as they practise squeezing spray bottles and developing their listening skills as they drop sticks through tubes. Children confidently use mathematical

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

language such as 'full', 'empty', 'half' and 'whole'.

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Next steps

Leaders should strengthen staff's understanding of where best to deploy themselves within the environment to ensure consistency in teaching. Staff should consistently use the tools and strategies in place to support children who struggle with transitions and routines.

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About this inspection

The inspector spoke with leaders, practitioners and the special educational needs coordinator.

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About this inspection

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

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Address:

Wimbledon Synagogue 1 Queensmere Road London SW19 5QD

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 18:00,Friday : 08:00 - 14:00

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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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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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