Pomegranate Nursery

Pomegranate Nursery

Unique reference number (URN): 2787572 Address: Golders Green Synagogue, 41 Dunstan Road, London, NW11 8AE Type: Childcare on non-domestic premises Registered with Ofsted: 30/05/2024 Registers: EYR, CCR, VCR Registered person: Werton Golders Green 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 Expected standard

Typically, children make progress from their starting points. A strong emphasis is placed on supporting children to be confident communicators. From the very earliest stages of communication to the more advanced, staff adapt their communication style to benefit the needs of those who they are caring for. Babies' gestures and babbles are responded to with sensitivity and care. Older children's sentences are extended, and new vocabulary is introduced.

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Achievement Expected standard

Children's physical development is supported. They confidently use low-level climbing equipment with ease. Staff model how to use the equipment and offer reassurance when children find it difficult. This supports children to have resilience and to persevere. Children are aware of their own space and the space of others. They negotiate obstacles when running and stop and change direction when necessary. During a game of chase, children are mindful of their friends. When they bump into someone, they display concern and ask them if they are okay. Children's manners and their consideration of others are well supported. They generally speak kindly to each other. Parents said this was something that they value about the nursery.

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Achievement Expected standard

In the main, children are well prepared for their next stage in learning, particularly their transition from the baby room to the main room. The clear supportive process allows for this to be a smooth transition.

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Behaviour, attitudes and establishing routines Expected standard

In the main, children have a clear understanding of what is expected of them, but this is not consistent. During discussions, leaders were able to identify this and through modelling and coaching are promoting a consistent approach. Strategies used to support routines, such as the tidy-up song and the stop-and-listen song, are having a positive impact but are not fully embedded yet.

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Behaviour, attitudes and establishing routines Expected standard

Key-person arrangements are secure. Staff know the children well and can plan appropriately for the next stage of their learning. They build close and trusting relationships, which gives children the confidence to take risks in their play. Children seek out staff for comfort and are greeted with warmth and kindness. For example, when children are feeling anxious, they crawl onto staff's laps and are reassured with kind words and a favourite song. This supports children to feel secure and ready for learning, especially those with barriers to their learning.

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Behaviour, attitudes and establishing routines Expected standard

On entering the nursery, children are encouraged to sign in as part of self-registration. Clear systems are in place to monitor and promote attendance. Leaders and staff identify children who have not attended and make contact to determine their whereabouts. Parents and carers are also aware of these procedures and adhere to them so that children remain safe.

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Curriculum and teaching Expected standard

Generally, leaders understand the importance of a well-designed curriculum that builds on what children already know. On occasion, children do not get the opportunity to develop these skills. For example, children of all ages use the same utensils. Children are not supported to progress from a spoon to a fork and then to a knife and fork. This does not allow for children to consistently build on what they already know.

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Curriculum and teaching Expected standard

The curriculum in the baby room is securely anchored around the prime areas of learning. Their communication and language skills are developed skilfully. Children delight in joining in the repetitive refrains from the song 'Sleeping Bunnies'. They know the song well and lie quietly but expectantly on the floor until the staff say, 'Hop little bunnies.' They then jump up quickly and sing along. Staff join the children in their excitement and encourage them to repeat the words in the song. This supports children to develop their oral language and language comprehension and become confident communicators.

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Curriculum and teaching Expected standard

The children access a small, enclosed garden area in which they explore the natural habitat and engage in physical activities. They keenly join in a game of 'What's the Time, Mr Wolf?', where they develop their confidence and use of mathematical vocabulary. Staff use mathematical vocabulary to describe position, for example 'around' the mud kitchen, 'over' the plank and 'behind' the bug box. The curriculum is designed so the children typically have a secure grounding in number. Children happily shout '3 o'clock' and use their fingers to represent the number 3.

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Inclusion Expected standard

Creating an inclusive culture is a priority for leaders. Children's individual needs are identified and assessed quickly. Typically, staff take the time to get to know the children. The settling-in processes support this. They ask important questions about their development so far and understand that children come with a wealth of knowledge before starting. This ensures that children's needs are being met from the beginning of their time at nursery.

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Inclusion Expected standard

Leaders ask for and implement advice from specialists. Generally, these actions help to reduce barriers that children face in relation to their learning. This approach is nursery wide. Most staff know that when communicating with children, it is important for their face to be seen clearly and their speech adapted to meet children's specific needs, especially for children with special educational needs and/or disabilities. Leaders provide a programme of training to ensure that all staff have the basic understanding of Makaton and the confidence to use it.

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Inclusion Expected standard

In the main, leaders ensure that adjustments and adaptations are made to support children's learning. For example, staff in the baby room adapted a sensory activity to take place at different heights so that those children who were not able to access it at standing height could do so when it was placed on the floor.

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Leadership and governance Expected standard

Leaders generally have a clear understanding of the setting's strengths and areas for development. Mostly, staff's skills and experiences are considered when organising the deployment of the team across the rooms. On occasion, this is not always considered, resulting in an uneven balance of skills and experience across the nursery.

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Leadership and governance Expected standard

Senior leaders provide support and mentoring for nursery managers. Regular meetings support managers to make informed decisions about what is in the best interests of the children. This regular practice fosters a culture of continual improvements, leading to better outcomes for the children.

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Leadership and governance Expected standard

Leaders continue to develop close partnerships with parents and external professionals. Leaders know the steps they need to take to build on these relationships so that children, especially those with special educational needs and/or disabilities, are progressing. External professionals are sought to bolster practice, and their advice is actioned to meet the needs of all children.

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Leadership and governance Expected standard

Staff feel supported, and their wellbeing is managed effectively. Regular supervisions and monthly team meetings allow for open conversations and bespoke training to be agreed. Staff speak highly of the training they are receiving and how this is influencing their practice.

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Children's welfare and wellbeing Needs attention

Children do not always receive support from staff at mealtimes. Although children have adequate seating for mealtimes, it is not always used. This means children do not always have a consistent message when feeding. They benefit from a well-balanced healthy meal each day and are supported to understand the impact food has on our bodies.

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Children's welfare and wellbeing Needs attention

Hygiene practices are effective. Staff meet the personal care needs of the children and treat them with respect. Children are encouraged to wash their hands with soap prior to eating and sing a song to support them with this.

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Children's welfare and wellbeing Needs attention

Children take part in many celebrations to support their understanding of diversity and culture. Leaders value the diversity of their team and harness their experiences to shape the curriculum. Before meals, depending on what they are eating, children say 'brachot' prayers, which are to thank God for their food. Children are excited to join in and lead these prayers, showing a secure familiarity with them. This supports children to express their faith and beliefs and feel valued.

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Children's welfare and wellbeing Needs attention

A dedicated zone is created to support children to recognise, express and manage their emotions. Children are curious to explore the emotions puppets and label how the puppets are feeling. For example, children place the puppets on their hands and say, 'This one is sad. He needs his mummy,' and children respond by showing the puppet comfort. Children benefit from being given time and space to manage their emotions, especially those who have barriers to their learning.

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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 enter the nursery through multiple secure entry points. They quickly and happily leave their parents and carers and settle down for breakfast. Children confidently tell the staff about their evening and who they have spent time with. Children are excited to talk about different members of their family and what is happening in their lives. This supports children to have a sense of belonging and feel heard.

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

Typically, parents are informed about how their children are progressing, but this is not consistent. Leaders are aware that this is a challenge and are prioritising this area for development. Plans are in place to strengthen the communication and relationship with all parents.

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

Babies and children spend time together for breakfast before moving to their own rooms. This supports them to feel part of the whole community. Children of all ages can be with each other and act as role models. Older children approach the babies and share smiles and giggles.

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

Children feel supported and have positive relationships with their peers and staff. Older children are prepared for their transition to 'big school'. They talk excitedly about their uniform and their new teachers. This supports children to be prepared for the next stage in their learning.

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

Most children, especially those with barriers to learning, make progress from their starting points. Leaders draw on the knowledge and expertise of other professionals to support in closing the gaps in learning. For example, a teacher for deaf people came to support the team with strategies for improving communication. As a result, the nursery uses some signs with all children to support communication. Giving children a variety of ways to communicate supports them to have their voices heard.

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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:

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Action Completion Date

ensure that children are seated safely when eating 08/07/2026

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Action Completion Date

support staff to understand and be consistent in their approaches to managing behaviour 08/07/2026

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Action Completion Date

ensure that the deployment of staff supports the learning and development needs of the children 08/07/2026

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About this inspection

The inspector spoke with leaders, staff, parents and carers, children, the special educational needs coordinator and the designated safeguarding lead during the inspection.

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Address:

Golders Green Synagogue 41 Dunstan Road London NW11 8AE

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Werton Golders Green Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 18:00,Friday : 08:00 - 13:30

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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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Age range of children at the time of 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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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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