Liberty Day Nursery and Preschool

Liberty Day Nursery and Preschool

Unique reference number (URN): EY376052 Address: Clarks Road, Ilford High Street, Ilford, Essex, IG1 1UG Type: Childcare on non-domestic premises Registered with Ofsted: 10/09/2008 Registers: EYR, CCR, VCR Registered person: Redeemed Christian Church of God ( RCCG) Liberty Christian Connections

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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 Expected standard

Children at all stages of development make steady progress in their learning. Children are prepared for their next stage in learning, including for their move on to school. Children gain confidence and participate during group times, sharing their ideas and discussing recent events. Children make secure progress in their speech and language skills, confidently communicating with each other and adults. They engage in regular conversations and make predictions about what might happen next in a story or during an activity, for instance. All children, including those with with special educational needs and/or disabilities, achieve well from their starting points.

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Behaviour, attitudes and establishing routines Expected standard

The effective key-person system focuses on children's wellbeing and personal growth. Children are happy at the nursery. They form bonds with staff as a result of caring and thoughtful interactions. Children's behaviour is positive, and they get on well with each other. Staff set clear expectations, which they explain to children at the start of each session. Children remember to share and take turns. They listen carefully and use good manners. The nursery has a calm and focused atmosphere, where all children play well together. Staff use encouragement and meaningful praise to support positive behaviour. Staff adapt their expectations and consider children at different stages of learning. For example, when younger children lose interest in a book being read to them during group time, staff adapt their teaching. They keep children's focus and attention by introducing action songs. Leaders monitor and promote children's attendance and punctuality.

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Children's welfare and wellbeing Expected standard

Personal care for all children is carried out in a sensitive manner. Staff encourage children to make choices to promote their own wellbeing. For example, children choose which fruit they would like for snack. Staff get to know all children well and build secure trusting relationships with them from the start. Children begin to understand their emotions. Staff help them to name how they feel, and manage their feelings in a kind and sensitive way. Children laugh and chat throughout the day with staff and their friends. They enjoy being physically active and relish their time spent outside. They roll cars down large ramps and work together to make pretend meals in the outdoor kitchen.

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Children's welfare and wellbeing Expected standard

Children understand the daily routines, which helps them to feel secure in knowing what comes next in their day. Routines such as sleeping and eating support children well. Staff adapt routines for children with special educational needs and/or disabilities. For example, they use visual timetables and make all activities accessible.

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Curriculum and teaching Expected standard

Children practise their physical skills in the outdoor play area. They enjoy regular trips to local amenities, such as the library, shops and parks. This encourages their social skills and understanding of their community. Staff ask appropriate questions during adult-led activities, which supports children's thinking skills and encourages discussion around emotions. For example, children eagerly guess what colour will be made during a colour mixing activity.

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Curriculum and teaching Expected standard

Overall, staff encourage children to do things for themselves. However, support for children's growing independence skills is inconsistent. Staff encourage children to put on and take off their own coats, but sometimes intervene too quickly to help younger children cut up fruit and pour drinks, for example.

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Curriculum and teaching Expected standard

There is an inclusive approach to supporting children with special educational needs and/or disabilities. Staff assess children's progress, tailoring teaching so that every child makes steady progress. Leaders take positive steps to evaluate their curriculum. Improvements to the quality of teaching, such as the focus on promoting children's early communication and language, help to close gaps in learning. Staff recognise and celebrate the diversity of children and families at the nursery. They incorporate learning experiences that teach all children about religions, traditions and events that are meaningful to their friends.

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Inclusion Expected standard

Staff have a secure understanding of children's circumstances and are dedicated to meeting children's individual needs. Observation and assessment ensures that children who need additional support and those with special educational needs and/or disabilities are quickly identified and referred to outside professionals where necessary. Leaders and staff work closely with parents and carers and other professionals. They develop plans and implement strategies that are specific to children's individual needs.

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Inclusion Expected standard

Staff receive regular training and attend workshops to keep their knowledge of how to support children's needs current. Staff focus on children's speech and language development. They have taken part in several communication projects led by sector professionals. This helps to enhance staff's skills, supporting all children to become confident communicators. All children's wellbeing is a priority. Staff get to know families well and support them through challenges, referring them to local services for extra help where needed. Leaders' use of funding has a positive impact on reducing barriers to learning. Staff have recently created a sensory room to help children to regulate their emotions and concentrate on maintaining attention during small-group activities.

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Leadership and governance Expected standard

Leaders evaluate the provision effectively, highlighting areas for development. For instance, they reflect that there are some variations in the quality of teaching. A sharper focus on professional development would more consistently raise the level of teaching. Leaders take swift action to minimise gaps in all children's learning. For example, they engage with outside professionals to support individual needs. Staff are well supported and have ample opportunities to address any concerns they may have. Leaders are mindful of staff's workload and support their overall wellbeing. Staff report they are happy and supported in their roles. Leaders form positive relationships with parents and carers and other professionals to support all children's education and care. When children move on to school, leaders engage with school staff to help them understand the needs of each child. Leaders arrange meetings with teaching staff, sharing information to support children with special

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Leadership and governance Expected standard

educational needs and/or disabilities to transition seamlessly to school.

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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

Children arrive happily and confidently leave their parents and carers to start their day at nursery. Staff are friendly and kind, greeting each child as they arrive. Children enjoy selecting from the various resources and activities on offer and quickly become engrossed in their play. Staff know the children and their families well and engage in meaningful conversation. For example, staff speak with children during group times about their families. This supports their sense of belonging and celebrates their similarities and differences. Staff take time to get to know each child from the start. Effective key-person systems support early development of positive trusting relationships between children and adults. Leaders monitor and promote attendance to ensure that all children get the most from their time at nursery. Mealtime routines support children at different stages of development. Children enjoy being sociable with their peers and adults around the table.

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

Children make steady progress from their staring points, and the curriculum and teaching typically meet the needs of children at different stages in their learning. Parents speak highly of the nursery. They value the continual communication, tailored support for learning and routines. Staff work with parents to help children continue to make progress. Children needing additional support in their learning make appropriate progress. This is due to timely and appropriate interventions, particularly around supporting children's communication skills.

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Next steps

Leaders should ensure professional development is focused on improving teaching to a consistently high level. Leaders should strengthen the delivery of the curriculum to help children develop their independence skills more consistently.

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About this inspection

The inspector spoke with leaders, staff 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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Address:

Clarks Road Ilford High Street Ilford Essex IG1 1UG

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Redeemed Christian Church of God ( RCCG) Liberty Christian Connections

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:15 - 12:15,Monday,Tuesday,Wednesday,Thursday,Friday : 13:15 - 16:00

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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. 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

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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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