Eliana Bilingual Nursery

Eliana Bilingual Nursery

Unique reference number (URN): 2713314 Address: Unit 1, 10 Park Lane, Wembley, HA9 7RP Type: Childcare on non-domestic premises Registered with Ofsted: 21/12/2022 Registers: EYR Registered person: Eliana Nursery 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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Achievement Needs attention

Overall, children make progress from their starting points, including in communication and language development. For example, older children build vocabulary and confidence in social interaction. However, inconsistent implementation of the curriculum slows progress for some children, so their knowledge does not always build securely across learning areas.

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Achievement Needs attention

Children with special educational needs and/or disabilities and disadvantaged children do not consistently receive precisely targeted support. Consequently, their progress varies.

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Achievement Needs attention

Older children develop growing independence. For example, they attempt self-care routines and take on small responsibilities. However, these experiences are not consistently underpinned by effective teaching, and preparation for the next stage of learning, including school where relevant, is variable.

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Behaviour, attitudes and establishing routines Needs attention

Leaders and staff do not always teach children how to sustain focus or extend thinking. During large-group activities, some tasks lack sufficient interest or adaptation, so a few children disengage, missing opportunities to develop perseverance and curiosity. Staff do not always consider children's age, stage, individual needs or circumstances during adult- led activities. This means that support needed is not applied consistently. This includes children with special educational needs and/or disabilities.

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Behaviour, attitudes and establishing routines Needs attention

Leaders set expectations for positive behaviour, which children understand and generally follow. Children show that they are familiar with the routines of the day and are gaining confidence when interacting with others. Children build positive relationships with staff. Staff act as positive role models. They support children to learn important social skills, such as sharing and turn-taking. Children practise using these skills as they play together. Children value the praise they receive for helping staff with tasks such as tidying up. Children clearly enjoy attending the setting, and older children develop positive friendship groups.

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Behaviour, attitudes and establishing routines Needs attention

Leaders place appropriate importance on attendance. They understand the impact that absence can have on children's learning and development. Leaders monitor attendance closely, follow up absences promptly and check on children's welfare when they are absent.

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Children's welfare and wellbeing Needs attention

The key-person approach is not yet effective in practice. Staff do not fully understand or consistently fulfil all aspects of the role. As a result, they do not adapt the curriculum closely enough to meet children's individual needs or consistently promote children's welfare and development. Staff do not communicate consistently with parents about how they support children's development or provide guidance on how learning and development can be extended at home. Overall, staff are warm, caring and approachable. Children form positive relationships with staff and peers over time, which supports their emotional wellbeing. Staff promote older children's understanding of healthy lifestyles and reinforce good manners and positive social behaviours during mealtimes. They teach children about personal safety and how to manage risks. For example, they explain road safety rules to children. However, practice is

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Children's welfare and wellbeing Needs attention

less effective for younger children. Staff do not consistently support younger children's physical development or encourage healthy choices around rest and exercise, which limits children's progress in this area.

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Children's welfare and wellbeing Needs attention

Leaders and staff support children's understanding of the local community and the wider world. Children access resources linked to community roles, such as doctors and nurses role-play equipment. Leaders also invite visitors, including the fire service and local police, to help children learn about important community roles.

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Curriculum and teaching Needs attention

Leaders set clear ambitions for a broad, balanced curriculum that meets the early years foundation stage requirements. They are refining sequencing so children build securely on what they know and can do. However, not all staff understand how to implement this consistently, particularly for babies and younger children.

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Curriculum and teaching Needs attention

Staff's use of assessment does not always inform precise adaptation of teaching to children's different starting points. For example, during sensory play, staff sometimes label materials inaccurately, missing opportunities to develop vocabulary and communication. In addition, when outdoor play is unavailable, indoor provision does not consistently prioritise gross motor development.

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Curriculum and teaching Needs attention

Where practice is stronger, typically with older children, staff promote a love of books, extend vocabulary through purposeful talk, and build mathematical language into play. Overall, leaders emphasise children's physical, personal, social and emotional development, but this focus is not consistently applied in daily practice.

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Curriculum and teaching Needs attention

Leaders and staff understand that adaptations are needed for disadvantaged children, those with special educational needs and/or disabilities, and those known (or previously known) to children's social care. However, reasonable adjustments and targeted support are not applied consistently enough to secure progression for every child.

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Inclusion Needs attention

Leaders identify and assess children's individual needs promptly on entry and continue to review these through ongoing checks of children's progress. They recognise how children's lived experiences may affect learning and development and take steps to reduce barriers. However, adaptations are not applied consistently across the setting, so support does not always match children's emerging needs.

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Inclusion Needs attention

Leaders have begun to strengthen the assessment and planning processes, and provide training, but not all staff are confident in applying these processes precisely. Leaders work with families to shape targets and, where appropriate, seek advice from external professionals. However, the quality of staff practice varies, which limits its impact. Leaders use additional funding to increase staffing and enhance targeted opportunities. Some children benefit from additional key-person time and focused language support. Leaders continue to evaluate the impact of the funding, as successful approaches are not yet embedded across the setting.

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Inclusion Needs attention

Leaders monitor the progress of all children, including children with special educational needs and/or disabilities and those who face other barriers to learning. Systems to review support are improving but are not yet applied consistently. Leaders also track and respond to the needs of children known (or previously known) to children's social care to reduce risks and promote inclusion.

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Leadership and governance Needs attention

Leaders understand many of the setting's strengths and areas for improvement and have systems to monitor practice. However, they have not yet fully monitored implementation closely enough to secure consistency in curriculum delivery, inclusive practice, and the key- person approach. Decisions increasingly focus on the best interests of children, including disadvantaged children, those with special educational needs and/or disabilities, and those known (or previously known) to children's social care, but the impact of these decisions is not yet reliably evident in daily practice.

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Leadership and governance Needs attention

Leaders engage with parents, but communication is not consistently tailored to individual children, which reduces the impact of partnership working. Professional development is a current focus. Staff access training. However, evaluation of its impact on practice and children's outcomes is at an early stage. Leaders are mindful of staff wellbeing and workload when planning changes.

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Leadership and governance Needs attention

Despite these weaknesses, leaders demonstrate a positive capacity for improvement. They recognise the need to strengthen oversight of practice and are keen to introduce strategies to improve consistency. However, these actions are at an early stage and are not yet improving outcomes for children consistently across the nursery.

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

Children enjoy attending the setting and build warm relationships with familiar adults. However, their day-to-day experience varies, and some children do not consistently receive the support they need to achieve, belong and thrive. Adaptations and reasonable adjustments are not applied reliably across rooms, so children with special educational needs and/or disabilities, disadvantaged children, and those known or previously known to children's social care do not always access learning in a way that meets their individual needs. This means some children struggle to sustain focus or fully participate in group times, particularly when activities are not well matched to their stage of development.

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

Children show that they understand the routines of the day and are generally positive in their interactions. Many children enjoy playing alongside their peers and practise social skills such as sharing and turn-taking. Older children increasingly build friendships and value the praise they receive for helping staff. However, younger children do not always benefit from consistent, nurturing key-person arrangements, which limits how secure they feel and how well their individual needs are met throughout the day.

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

When teaching is stronger, children show clear enjoyment of learning, particularly during language-rich experiences. Older children gain confidence in using new vocabulary and develop early independence, such as helping with self-care tasks. However, inconsistencies in curriculum implementation mean that not all children, especially babies and younger children, experience learning that builds securely over time. When outdoor play is unavailable, opportunities for physical development are not prioritised, so some children miss important experiences that support their wellbeing.

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

Attendance is monitored closely, and leaders act quickly when children are absent. Children are taught about staying safe in age-appropriate ways, including road safety. While many children thrive socially and emotionally over time, variability in teaching, care routines and adaptations means their experiences remain uneven across the setting.

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Next steps

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

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Address:

Type: Childcare on non-domestic premises

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About this inspection

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

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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 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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About this inspection

We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this. Registration date: 21/12/2022

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 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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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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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