Wonderlands Pre-School

Wonderlands Pre-School

Unique reference number (URN): EY271411 Address: 117 Hertford Road, ENFIELD, Middlesex, EN3 5JF Type: Childcare on non-domestic premises Registered with Ofsted: 08/01/2004 Registers: EYR, CCR, VCR Registered person: Martin, Barbara Ann

p.1

Safeguarding standards not met

Leaders have not ensured that there is an open and positive culture around safeguarding. This puts children at significant risk of harm. Leaders do not act promptly or effectively when concerns are raised. They fail to seek advice or guidance from external agencies, when appropriate, which means that potential risks to children are not identified, assessed or reduced.

p.2

Safeguarding standards not met

Leaders do not explore concerns thoroughly or with sufficient urgency. They do not probe or gather enough information to understand the wider context for children and their families. As a result, safeguarding risks may go unrecognised, leaving children potentially exposed to harm.

p.2

Safeguarding standards not met

Although leaders and staff have completed some safeguarding training, this is not effective. Staff can identify some signs and symptoms of abuse and neglect. However, they do not demonstrate sufficient professional curiosity or consider potential safeguarding concerns. This weak practice means that indicators of harm may be missed or not acted upon, further placing children at risk.

p.2

How we evaluate safeguarding

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

p.2

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.2

Achievement Urgent improvement

Children do not develop the skills they need across all areas of learning. Any learning that takes place is incidental, rather than by design. Children spend a lot of time in unsupported free play which, at times, is unruly. Groups of children who are identified as needing support with their communication and language development do not receive it and, consequently, do not have the skills they need for the next stage of learning, including their move to school.

p.2

Achievement Urgent improvement

Some children demonstrate confidence within the environment; however, their ability to make independent choices about their play is limited. Children are not consistently taught the skills needed to deepen and extend their learning. For example, during physical play, activities lack sufficient structure and challenge. More confident, boisterous children tend to dominate, while less-confident children remain on the periphery, observing rather than actively engaging. This limits their opportunities to develop sustained involvement, independence and the skills necessary for future learning. Children do enjoy physical activities and engage readily with indoor soft-play equipment.

p.2

Behaviour, attitudes and establishing routines Urgent improvement

Expectations for children's behaviour are unclear and not consistently implemented. Staff do not teach or reinforce appropriate behaviour, rules and boundaries effectively. As a result, children do not understand what is expected of them or develop the skills needed to follow instructions. Some children ignore staff's instructions and do not listen. Staff do not take effective action to address this, allowing poor listening and behaviour to become established.

p.3

Behaviour, attitudes and establishing routines Urgent improvement

Staff use inconsistent strategies to manage behaviour. For example, phrases such as 'sharing is caring' are repeated without clear explanation or support, so children do not understand how to apply this. Consequently, children receive mixed messages and, at times, the environment becomes disorderly with children running around the hall.

p.3

Behaviour, attitudes and establishing routines Urgent improvement

Overall, children demonstrate poor levels of engagement. They lack the concentration and motivation needed to learn effectively and are not supported to develop these skills. Although children follow a basic routine and show some awareness of what happens next, routines are rigid and staff interrupt activities, such as story time, to stick to them. This does not support children to develop a positive attitude to learning.

p.3

Behaviour, attitudes and establishing routines Urgent improvement

Attendance for some children is weak. Although absence is recorded and parents contacted, leaders do not take sufficient action to understand or address the underlying reasons for poor attendance, especially for children who may face barriers to their learning. There is a lack of effective partnership working with families to improve attendance. As a result, poor attendance persists in some circumstances, which can negatively impact children's engagement and learning.

p.3

Children's welfare and wellbeing Urgent improvement

Children's welfare and wellbeing are not supported effectively. During routine hygiene practices, such as handwashing, staff do not provide appropriate support or guidance. Children jostle and rush in and out of the bathroom with little supervision. Staff interactions are limited to brief instructions, such as 'next', with no meaningful language used to help children understand the importance of handwashing and why hygiene routines are important. As a result, children do not develop a secure understanding of good hygiene practices.

p.3

Children's welfare and wellbeing Urgent improvement

Although toothbrushing takes place, this is not implemented effectively. Staff do not provide clear explanations or teaching to help children understand why oral hygiene is important. As a result, children participate in routines without developing the knowledge or habits needed to support their long-term health.

p.3

Children's welfare and wellbeing Urgent improvement

Despite these weaknesses, children form some positive relationships with staff and seek comfort when needed. However, the overall support for children's welfare and wellbeing is not strong enough to meet their needs consistently.

p.3

Curriculum and teaching Urgent improvement

The curriculum is poorly designed and does not meet the requirements of the early years foundation stage. Leaders and staff do not have a clear understanding of what they want children to learn or how learning should be sequenced. As a result, children do not build knowledge and skills effectively over time.

p.4

Curriculum and teaching Urgent improvement

There has been no real improvement since the last inspection. Leaders have not taken sufficient action to address weaknesses in teaching. They lack the knowledge and oversight needed to ensure that children experience a broad and appropriately planned curriculum. This hinders children's progress and does not prepare them for the next stage of their learning, including school.

p.4

Curriculum and teaching Urgent improvement

Teaching is weak. Staff often provide the same activities for all children without considering their different needs and stages of development. For example, children are taught isolated letters without meaning or context. This is ineffective and means that children do not develop secure early literacy skills. The learning environment is not ambitious. Activities lack clear purpose and do not engage children's interests sufficiently. Staff do not support or extend learning effectively. As a result, some children are not engaged and spend periods of time wandering without purpose, limiting their learning.

p.4

Curriculum and teaching Urgent improvement

Children who speak English as an additional language are not supported effectively. Staff do not adapt activities or provide appropriate support to help them understand and take part. For example, during group times, these children are not supported to follow what is happening. Consequently, they disengage and do not develop their communication and language skills.

p.4

Inclusion Urgent improvement

Support for children with special educational needs and/or disabilities (SEND) and those who have barriers to their learning is ineffective. Action is not taken to support children with SEND and those who speak English as an additional language to access the curriculum. These children spend their time wandering around the playroom, not engaged in any purposeful play or learning. Leaders do not ensure that the statutory progress check for children aged 2 is carried out in a timely manner. This delays the early identification of any additional needs and, consequently, the appropriate support is not sought in a timely way. As a result, children's needs are not identified or addressed quickly enough, which further hinders their development and puts them at a significant disadvantage. While some external agencies provide support for children with identified needs, leaders and staff do not work effectively alongside them. There is a lack of clarity about how recommended strategies are

p.4

Inclusion Urgent improvement

implemented in the setting. As a result, support is inconsistent and does not have sufficient impact on children's learning and development.

p.4

Inclusion Urgent improvement

Staff do not have opportunities to access training to help them understand how children learn. Therefore, they do not have the sufficient knowledge and skills needed to support children with SEND and those who speak English as an additional language.

p.4

Leadership and governance Urgent improvement

Leadership is weak and there has been little or no improvement since the last inspection. Leaders have not ensured that the provision meets the requirements of the early years foundation stage. They do not have a clear understanding of the curriculum or what they want children to learn. As a result, they do not provide effective oversight of the quality of education or ensure that children receive appropriate learning experiences. They have failed to address significant weaknesses in teaching and provision. Leaders do not monitor practice effectively or take appropriate action to bring about necessary improvements. This has a negative impact on children's progress and readiness for the next stage of their education.

p.5

Leadership and governance Urgent improvement

Safeguarding arrangements are ineffective. Leaders have not established a culture that prioritises children's safety and welfare. They do not respond appropriately to concerns or seek external advice when needed. As a result, children are placed at risk of harm. Weak oversight means that safeguarding practice is not robust.

p.5

Leadership and governance Urgent improvement

Leaders do not support or develop staff practice effectively. Although some training has been undertaken, this has not improved the quality of teaching or safeguarding practice. Staff do not receive clear guidance or challenge to improve their performance.

p.5

Leadership and governance Urgent improvement

Partnerships with parents are underdeveloped. While leaders make some contact regarding attendance, they do not work closely enough with families to support children's learning or improve attendance.

p.5

Leadership and governance Urgent improvement

Overall, leaders have not demonstrated the capacity to secure the necessary improvements. Weak self-evaluation and a lack of effective action planning mean that priorities for improvement are not accurately identified or addressed.

p.5

Compulsory Childcare Register requirements

This setting has not met the requirements of the compulsory part of the Childcare Register.

p.5

Register

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

p.5

Voluntary Childcare Register requirements

This setting has not met the requirements of the voluntary part of Childcare Register.

p.6

Register

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

p.6

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

The lack of clear learning intentions means that staff do not support or extend children's learning effectively. Activities are poorly planned and lack purpose, and staff do not build on what children already know and can do. As a result, children's engagement is often superficial and lacks sufficient challenge to promote progress.

p.6

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

Children are not supported to develop key skills across a broad range of areas. Opportunities to develop communication and language, early literacy and physical skills are limited and inconsistently promoted. Children with special educational needs and/or disabilities and those who speak English as an additional language do not receive the targeted support they need to access the curriculum. As a result, they make little progress from their starting points and are placed at a significant disadvantage compared with their peers.

p.6

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

Expectations for behaviour are not clearly taught or consistently reinforced. While children generally play alongside one another, staff do not support them effectively to understand boundaries. Although there are some opportunities for children to learn about healthy lifestyles, including aspects of personal care, such as toothbrushing, these are not taught well enough for children to understand their importance or develop good habits.

p.6

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

Although children appear content and form some positive relationships with staff, the overall quality of experiences they receive is weak. The provision does not adequately support their learning or development. As a result, children are not prepared for the next stage of their education.

p.6

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

Children arrive at the nursery to warm greetings from staff, and most settle quickly into the routines of the day. They are keen to chat with staff and one another.

p.6

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:

p.7

Action Completion Date

ensure that leaders and staff liaise with external safeguarding agencies to seek advice and share relevant information to help keep children safe 31/03/2026

p.7

Action Completion Date

ensure staff have sufficient knowledge and understanding in supporting children with special educational needs and/or disabilities and those who speak English as an additional language, and identify learning strategies so that these children make progress 31/03/2026

p.7

Action Completion Date

implement an ambitious curriculum and raise the quality of teaching and learning children receive across the whole setting, to ensure all children, including those who require additional support, make the best possible progress in their development and receive the full support they require from staff 31/03/2026

p.7

Action Completion Date

provide effective supervision and focus professional development for all staff, so that weaknesses in practice are identified and addressed to develop the overall quality of the provision 31/03/2026

p.7

Action Completion Date

ensure staff manage children's behaviour effectively and provide children with clearer messages of what is expected of them 31/03/2026

p.7

About this inspection

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

p.7

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.7

Address:

117 Hertford Road ENFIELD Middlesex EN3 5JF

p.8

Address:

Type: Childcare on non-domestic premises

p.8

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 11:30

p.8

Facts and figures used on inspection

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

p.8

Exceptional

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

p.9

Strong standard

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

p.9

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.9

Needs attention

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

p.9

Urgent improvement

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

p.9

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.9

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.9

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.9

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.9

Urgent improvement

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

p.10