Morning Glory Pre-School

Morning Glory Pre-School

Unique reference number (URN): EY450601 Address: Cann Hall Methodist Church, 296 Cann Hall Road, LONDON, E11 3NN Type: Childcare on non-domestic premises Registered with Ofsted: 18/09/2012 Registers: EYR Registered person: Oyinka-Antwi, Elizabeth

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Behaviour, attitudes and establishing routines Expected standard

Since the last inspection, leaders and staff have worked collaboratively with their early years team from the local authority to strengthen their knowledge and confidence. This targeted support has helped the team develop a more consistent and informed approach to promoting positive behaviour and supporting children's emotional regulation. As a result, staff are better equipped to recognise children's needs, respond calmly and sensitively, and use shared strategies that promote children's understanding of positive behaviour across the nursery. Children behave well and follow daily routines with increasing confidence. For example, they understand that they should help staff to tidy up before lunchtime. Staff also use a range of helpful strategies, such as visual timetables and clapping prompts, to support children's understanding of what is expected of them. These approaches help children manage transitions, feel secure and develop positive attitudes towards learning. Children

p.2

Behaviour, attitudes and establishing routines Expected standard

are learning how to share and negotiate with their peers, and they are beginning to develop the social skills they need to play cooperatively, take turns and resolve small disagreements.

p.2

Behaviour, attitudes and establishing routines Expected standard

Through supportive discussions, staff help parents understand how regular attendance and arriving on time help children to settle quickly and engage in activities and the daily routines of the nursery.

p.2

Children's welfare and wellbeing Expected standard

Staff know their key children and understand their individual characters, preferences and emotional needs. They use this knowledge effectively to provide the right support when children arrive at nursery and during other transition times throughout the day. This helps all children, including those who require additional support, to feel safe and helps them to understand their feelings and develop the skills they need to manage them appropriately. On arrival, children confidently follow familiar routines, such as washing their hands before joining their friends to play. Staff reinforce these expectations, helping children understand personal safety, including the importance of good hygiene habits.

p.2

Children's welfare and wellbeing Expected standard

Since the last inspection, the nursery has strengthened its partnership with parents and carers to promote healthy eating habits. Leaders and staff work closely with families to increase their understanding of the importance of providing healthy, nutritious packed lunches for their children. This has led to improved consistency in the types of food children bring from home, supporting their overall health and wellbeing. Children also learn the importance of keeping physically active, and staff teach them about eating well and brushing their teeth through daily routines and discussions. This helps children to understand and develop lifelong healthy habits.

p.2

Inclusion Expected standard

Key staff know children with special educational needs and/or disabilities (SEND) well. Staff speak confidently and in detail about each child, including their stage of development and the specific next steps they are working on to support and extend learning. They work

p.2

Needs attention

closely with parents and carers and external professionals to identify needs and ensure children receive timely guidance and specialist support. Individual plans are in place for children with SEND and are reviewed regularly with parents and professionals to monitor progress and adjust strategies as needed. Regular support and advice from specialist professionals help staff recognise and action when certain adaptions are required within the provision to ensure children's needs are met. Ongoing training to support staff practice has been identified by leaders and managers as an area that would improve practice more consistently to support all children in their learning and development.

p.3

Needs attention

The setting uses early years pupil premium funding appropriately to support children's development. For example, leaders purchased additional sensory resources to help target children's individual needs and promote their engagement in learning. Monitoring ensures that the funding is directed towards activities and equipment that make a positive difference to children's progress.

p.3

Achievement Needs attention

The most able children do not always have the level of challenge they need within the learning environment to extend their learning and deepen their understanding and curiosity. In contrast, children with special educational needs and/or disabilities do have opportunities within the nursery play environment to make progress in line with their individual abilities. Appropriate activities ensure these children can engage well and experience some progress in their learning.

p.3

Achievement Needs attention

Children enjoy talking with one another and are developing the fundamentals of language and communication through these interactions. However, there are times when children's lack of exposure to new vocabulary means that children do not consistently deepen their communication skills as fully as they could. This means they are not as well prepared as they could be for the next stage of their learning and/or for starting school.

p.3

Curriculum and teaching Needs attention

Staff do not adapt activities to meet the needs of most-able children. These children are not challenged sufficiently, and, as a result, they often become bored and disengaged. The lack of effective assessment means that some children are not gaining as much from the curriculum as they should. Having said that, children with special educational needs and/or disabilities (SEND) are given appropriate support. Staff make adjustments to ensure their needs are met. As a result, children with SEND are able to participate in activities. Leaders recognise the weaknesses in curriculum and teaching and are working closely with their local authority early years team to receive support to help bring about improvements.

p.3

Curriculum and teaching Needs attention

Staff support children's personal, social and emotional development, engaging them in warm conversations and providing opportunities for them to join in and respond. However, staff do not always pick up on what children say or use these interactions to extend learning. They do not consistently ask further questions to check children's understanding or to build on what they already know. There are some opportunities to support children's early mathematical development, such as counting during circle time. However, during a fruit salad making activity, children are not introduced to other examples of mathematical concepts, such as comparing sizes or talking about halves and quarters. This limits children's exposure to mathematics in other areas of their play.

p.3

Curriculum and teaching Needs attention

Children have direct access to outdoor play where they can practise and develop important gross motor skills, balance and coordination during these times. However, staff do not always consider opportunities for how they can provide children with large physical play indoors, particularly during inclement weather.

p.4

Leadership and governance Needs attention

Recent changes in leadership and management have resulted in a period of instability within the nursery. Although there have been improvements made since the last inspection, staffing changes have meant that improvements have not been consistently implemented to ensure that all children experience carefully structured and meaningful learning. Leaders and managers have engaged in the assistance and guidance from the local authority early years team. However, the disruption caused by staff changes has hampered some areas of progress and slowed the developmental work needed to strengthen the provision. Leaders and managers are once again focused on working towards the support needed for staff to address the improvements required to raise the quality of education for all children, including those who may have additional needs. Weaknesses in staff knowledge and understanding have been quickly recognised by the new leadership, and a plan to address this is being

p.4

Leadership and governance Needs attention

actioned. Regular one-to-one meetings with staff have been identified to monitor staff practice and provide ongoing help for staff to improve their teaching. Although some staff have had the opportunity to attend local authority training to support their work with children, this is not yet part of a well-planned programme of professional development.

p.4

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

Leaders have developed a curriculum that sets out what they want children to learn. However, this is not consistently reflected in children's daily experiences. For example, some activities lack clear learning purpose. Staff do not plan how activities should support children's development, and they do not hold children's attention. As a result, children engage only briefly before losing interest and moving on to find something else to do. Although the local authority early years team is supporting the nursery to make improvements, staff currently have limited opportunities to undertake professional training that would help them embed their knowledge more thoroughly. That said, children arrive at the nursery to warm greetings from staff, and most settle quickly into the routines of the day. They explore the range of toys and resources that are set out for them, and many show curiosity as they move around the environment.

p.4

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

Staff are attentive to children with special educational needs and/or disabilities. They take time to get to know these children and understand what interests them. Staff use this knowledge to select resources or create spaces in the environment that reflect these children's additional needs and preferences, helping them to feel settled and included. Children, including those with additional needs, build warm and trusting relationships with staff. They confidently seek comfort and reassurance when they need it, and staff respond with warmth and care. This helps children feel emotionally secure.

p.5

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

The setting places an emphasis on promoting attendance and punctuality. Staff work closely with parents and carers to encourage regular routines and to help children arrive on time. This supports children in developing positive habits that contribute to their readiness for learning.

p.5

Next steps

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

p.5

Action Completion Date

improve the curriculum and make effective use of what is known about children's age, stage and next steps in development to promote learning more effectively, particularly in the area of communication and language 31/03/2026

p.5

Action Completion Date

identify and focus professional development so that staff have the knowledge, skills and confidence to support children effectively across all areas of learning and development 31/03/2026

p.5

About this inspection

The inspector spoke with leaders, staff, children and parents and carers during the inspection.

p.5

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.

p.5

Address:

Cann Hall Methodist Church 296 Cann Hall Road LONDON E11 3NN

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: Oyinka-Antwi, Elizabeth

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 14:00

p.6

Address:

Local authority: London Borough of Waltham Forest

p.6

Facts and figures used on inspection

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

p.6

Exceptional

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

p.7

Strong standard

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

p.7

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.

p.7

Needs attention

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

p.7

Urgent improvement

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

p.7

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.

p.7

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

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 .

p.7

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn . Store Street Manchester M1 2WD

p.7

Urgent improvement

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

p.8