Little Knuckles Nursery Walthamstow

Little Knuckles Nursery Walthamstow

Unique reference number (URN): 2782069 Address: 245a Wood Street, London, E17 3NT Type: Childcare on non-domestic premises Registered with Ofsted: 27/02/2024 Registers: EYR Registered person: Little Knuckles 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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Behaviour, attitudes and establishing routines Strong standard

Leaders create a positive and respectful culture in which children can increasingly manage their own feelings and behaviour. Key staff construct secure relationships so that children feel valued and safe. Staff make good use of prompts, such as books and toys, to help children understand and regulate their emotions. Staff model positive interactions with each other and use good manners.

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Behaviour, attitudes and establishing routines Strong standard

Children build warm, trusting relationships with staff and confidently seek support from their key person. Staff support children to collaborate and resolve conflicts effectively. For instance, staff guide children through disagreements, helping them to share, take turns and understand each other's feelings. As a result, children play cooperatively, show consideration for one another and develop secure social skills.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff have high expectations for all children's behaviour and attitudes. Embedded practices ensure all children know what is expected of them. For example, children respond to the tidy-up song and immediately set about putting toys away. This promotes children's very positive attitudes to learning and each other. Leaders prioritise attendance and punctuality. They check in with families and monitor attendance regularly, particularly for children with barriers to learning, and work with families and external agencies to improve consistency.

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Inclusion Strong standard

Leaders embed secure settling-in procedures, which help them to get to know children and families well. They support staff to identify children's needs at an early stage, including those with special educational needs and/or disabilities (SEND) and children who may face barriers to their learning. Leaders take decisive action to reduce barriers to learning and wellbeing. Staff implement well-considered adaptations and targeted strategies, such as structured one-to-one support. Staff make adjustments to make sure all children make the most from their learning for example, adaptations are made to support children with SEND who need to be physically active while learning.

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Inclusion Strong standard

Leaders have established effective partnerships with parents and other professionals to ensure that children's individual needs are met, including where children are facing barriers to learning. Detailed information about children's individual plans and targeted interventions is shared with parents so that they are fully involved in their children's learning. Leaders prioritise staff development and actively seek expert advice from the local authority, educational psychologists and the inclusion team. Staff implement this guidance consistently, strengthening practice and improving outcomes. Leaders use funding, including the early years pupil premium, thoughtfully to enhance experiences, for example, additional sport sessions are open to all children. Strong partnerships with families and social care ensure children receive coordinated, effective support and that they make sustained progress.

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Achievement Expected standard

Children achieve well across all areas of learning. They make the required progress in their communication and language skills as they express their needs, share their ideas and engage in meaningful conversations. Children listen well, follow instructions and demonstrate attention skills. All children are well prepared for the next stage of development, demonstrating independence, curiosity and a positive attitude towards learning. Children with special educational needs and/or disabilities learn well through consistent repetition and familiar routines. For instance, they enthusiastically join in physical play. These children make better than expected progress over time, with gaps in their development continuing to reduce.

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Achievement Expected standard

Children are confident communicators and enjoy singing and reading with staff. They eagerly join in with familiar parts of a song they remember. Children demonstrate effective recall and memory skills, such as recalling the sequence of the the story 'We're Going on a Bear Hunt'.

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Children's welfare and wellbeing Expected standard

Leaders and staff have a sound knowledge of children and their families. They prioritise children's welfare and wellbeing. Care practices are effective in meeting children's individual needs. Hygiene routines, such as toileting and washing, are well established. Allergies are carefully managed. Intimate care is handled sensitively, and staff seek consent and keep children well informed of what is happening. Children are supported very well to learn how to be healthy. They enjoy plenty of opportunities to be physically active. for example, they enjoy daily visits to local play areas and excitedly use large rigorous movement in the large hall.

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Children's welfare and wellbeing Expected standard

All children enjoy their mealtimes and are becoming increasingly independent. Older children successfully serve themselves and use cutlery appropriately, babies are beginning to feed themselves with the support of adults. Staff know children's well and typically support children's wellbeing through everyday interactions. For example, staff praise children's efforts when they attempt to do things for themselves this builds their resilience. However, at times, staff do not fully consider younger children's emotional wellbeing during daily routines, such as transitions. They do not always allow enough time for children to settle into a different room following their sleep. This does not consistently support children's wellbeing.

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Curriculum and teaching Expected standard

Leaders are reflective and committed to continuous improvement to secure positive outcomes for all children. They provide a broad and balanced curriculum that reflects children's interests, developmental needs and abilities. There is an emphasis placed on providing enriching experiences in the local community. For example, children enjoy regular visits to the community garden, parks, local shops and library. Meeting other children and adults supports their emerging social skills.

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Curriculum and teaching Expected standard

Children's physical skills are promoted well, they enjoy vigorous play opportunities outside and have regular sport sessions in a large hall. Staff teach communication and language well. They sing with children, pausing to encourage them to join in and they read stories when children request them. Children enjoy regular trips to the local library. Staff introduce and reinforce children's early mathematical knowledge by counting in sequence and using prepositional language, such as 'under' and 'over' during play. There is a sharp focus on communication. Staff repeat language clearly, supporting children to develop a rich vocabulary that they use during play. However, during focused learning they do not always extend children's thinking further, or provide deeper questioning or explanation.

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Leadership and governance Expected standard

Leaders understand the requirements of the early years foundation stage and ensure these are all met. For example, adult-to-child ratios are maintained, and higher ratio levels are implemented during daily outings. Leaders are reflective and passionate about their roles and responsibilities. They evaluate the provision effectively, highlighting areas for further development. For instance, they reflect that there are some variations in the quality of teaching.

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Leadership and governance Expected standard

Staff feel well supported by leaders and describe the ethos as feeling like a family. They value leaders' commitment to their wellbeing and the regular opportunities for training that build their confidence and knowledge. For example, staff have recently received specific training on new sleeping and eating regulations and guidelines.

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Leadership and governance Expected standard

Leaders make decisions in the best interests of all children, particularly those who are disadvantaged or with special educational needs and/or disabilities. Partnership working has a profound impact on children and families. For example, where children have significant needs, leaders collaborate with external professionals. Their ongoing support for families makes a positive difference to children's progress and wellbeing. They use resources well, including extra funding, to help children who need more support.

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

Children are happy, confident and increasingly independent as they explore a wide range of accessible resources in a safe and nurturing environment. Staff establish calm, consistent and predictable routines throughout the day. These routines help children to feel safe, secure and confident in the environment. Children approach staff readily for reassurance, comfort or support.

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

Parents feel welcomed and involved in nursery life. They speak highly of the staff and leadership team and value regular communication and guidance to extend learning at home. Children are motivated and engage well in their learning Children build the confidence, independence and skills they need for their next stage of learning, including school. Parents report that staff quickly identify any gaps in children's learning, particularly for children with special educational needs and/or disabilities (SEND). Staff have beneficial relationships with other professionals and utilise their skills to help children access any additional support and funding they may be eligible for. This helps children make effective progress from their unique starting points. Leaders promote the benefits of children attending regularly they have well-established expectations. Children arrive on time this ensure they are ready for

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

Children benefit from a broad curriculum that covers all areas of learning. Staff understand what children already know and can do and what they need to learn next. This supports children, including those with SEND or those who face other barriers to learning, to make their own individual progress. Staff plan activities and play opportunities based on children's interests as well as their stage of development. For example, older children carefully create pictures of flowers using a variety of resources, and babies enjoy sensory play exploring cooked spaghetti.

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

Children behave very well. There are clear expectations and children receive praise for their positive behaviours. Children get along well with each other and learn how to share equipment. They patiently wait for their turn with toys and resources and actively show their developing self control. These skills help to prepare children for future learning well.

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Next steps

Leaders should continue to support staff to strengthen teaching practice so that interactions are of consistently high quality and fully promote opportunities for learning Leaders should help staff to support children consistently well during sleep and transition routines to further enhance children's wellbeing.

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About this inspection

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

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Little Knuckles Nursery Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30

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Address:

Local authority: London Borough of Waltham Forest

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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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0 to 3

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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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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