Early Buds Nursery Ltd

Early Buds Nursery Ltd

Unique reference number (URN): 2804821 Address: Unity Hall, 144 Bramley Close, Walthamstow, London, E17 6EG Type: Childcare on non-domestic premises Registered with Ofsted: 30/07/2024 Registers: EYR Registered person: Early Buds 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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Achievement Expected standard

Children make progress from their starting points and develop the knowledge, skills and confidence needed for their next stage of learning. They become increasingly confident communicators, sharing their ideas, expressing their needs and using a widening vocabulary during play and daily routines. During supermarket role play, children recognise familiar foods, use play money, count items and talk about healthy choices. They develop early mathematical understanding and communication skills through meaningful experiences. Children strengthen their balance, coordination and physical confidence as they ride 2-wheeled bikes around tracks and climb on large equipment indoors and outdoors.

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Achievement Expected standard

Children, including those with special educational needs and/or disabilities, generally make expected progress from their starting points. They develop their communication, independence and social skills over time, enabling them to participate more confidently in routines, play and learning alongside their peers. Overall, children develop age-appropriate knowledge, skills and confidence that prepare them well for their transition to the next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

Leaders generally establish clear expectations for behaviour and provide consistent routines that help children feel secure and understand what is expected of them. They monitor children's behaviour and wellbeing through observations, discussions with staff and regular communication with parents, adapting individual strategies and routines where appropriate to support children's emotional wellbeing and participation. Staff model respectful interactions and use consistent approaches that help children develop self-regulation, kindness and consideration for others.

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Behaviour, attitudes and establishing routines Expected standard

Overall, children demonstrate positive attitudes towards learning and engage well in activities that interest them. They learn to cooperate, share resources and take turns during play. For example, children work together to design and build a large cardboard house outdoors. They discuss their ideas, negotiate where features should go and listen to one another's suggestions as they solve problems together. However, younger children are not always supported effectively to engage fully in adult-led group times. For instance, when activities continue for too long, some younger children lose interest, becoming distracted. Daily routines, including self-registration, snack times and transitions, generally help children to develop increasing independence and confidence.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote regular attendance through close partnerships with families, monitoring attendance patterns and following up absences promptly to support children's welfare and learning. Inclusive approaches, including personalised routines and behaviour strategies, generally enable children, including those with special educational needs and/or disabilities and other children requiring additional support, to participate positively alongside their peers.

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Children's welfare and wellbeing Expected standard

Leaders place children's welfare and wellbeing at the centre of the provision. They establish effective systems to monitor children's health, safety and emotional wellbeing, ensuring staff understand and respond appropriately to children's individual care needs. Daily communication with parents helps maintain continuity of care, while regular reviews of children's welfare enable leaders to adapt support as needs change.

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Children's welfare and wellbeing Expected standard

Children generally benefit from consistent routines that promote healthy lifestyles, independence and emotional security. Typically, staff encourage children to develop healthy habits through discussions about healthy eating, oral health, hydration and sun safety. During periods of exceptionally hot weather, routines are adapted so children remain comfortable and safe, with regular drinks, shaded outdoor play and additional welfare checks throughout the day.

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Children's welfare and wellbeing Expected standard

Leaders ensure children's individual medical and dietary needs are managed appropriately. For example, children with multiple food allergies have individual care plans agreed with parents. Staff receive appropriate training to manage children's medical needs. They carefully check packed lunches, plan seating arrangements to minimise the risk of exposure to allergens and remain vigilant throughout mealtimes. As a result, each child participates safely alongside their peers and is fully included in nursery life. Leaders generally ensure inclusive welfare arrangements that help children feel safe, cared for and emotionally secure, enabling them to engage confidently in their learning and daily experiences.

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Curriculum and teaching Expected standard

Leaders have designed a broad curriculum that generally reflects children's interests, builds on what they already know and can do and prepares them for the next stage of learning. They monitor the curriculum through observations, assessment and professional discussions, using this information to adapt experiences and support children's developing knowledge and skills. Staff generally use children's interests and identified next steps to plan meaningful experiences, including gardening, cooking, imaginative play and first-hand activities that encourage children to explore, investigate and revisit previous learning.

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Curriculum and teaching Expected standard

Staff generally use modelling, narration, demonstrations, repetition and purposeful interactions to develop children's communication, language and understanding. For example, during a colour-mixing activity, staff demonstrate how primary colours combine before children begin to predict, test and discuss the changes they observe. This helps children to extend their vocabulary and early scientific thinking. However, the organisation of some adult-led group times does not consistently maintain younger children's engagement. In addition, staff do not always allow sufficient thinking time after questioning, reducing opportunities for older children to explain their ideas, solve problems independently and develop deeper thinking.

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Curriculum and teaching Expected standard

Leaders generally ensure the curriculum is inclusive by adapting teaching, resources and routines to reduce barriers to learning, enabling children with special educational needs and/or disabilities and other children requiring additional support to participate alongside their peers.

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Inclusion Expected standard

Leaders promote an inclusive environment where all children are welcomed, valued and supported to participate fully in nursery life. They use ongoing observations, assessment and discussions with parents to identify children's individual needs and adapt teaching, resources, routines and the environment to reduce barriers to learning and wellbeing. Leaders understand the needs of their diverse community and generally respond appropriately to children facing barriers to learning, including those learning English as an additional language, disadvantaged children, children known or previously known to children's social care and those experiencing changes in their family circumstances.

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Inclusion Expected standard

Leaders have established appropriate partnerships with parents, inclusion services and external professionals, including speech and language therapists, occupational therapists and educational psychologists. This helps ensure children's needs are identified early, support is reviewed regularly and agreed strategies are implemented consistently. The organisation's inclusion team works alongside the setting weekly to coach staff and strengthen provision, particularly for children preparing for school.

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Inclusion Expected standard

Children with special educational needs and/or disabilities generally learn alongside their peers because leaders provide personalised strategies, including visual timetables, communication boards, 'now and next' boards and objects of reference. Overall, these inclusive approaches generally reduce barriers to learning and support children to make expected progress from their starting points.

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Leadership and governance Expected standard

Leaders have established clear systems to oversee the quality of the provision. Overall, leaders and staff monitor children's learning, development and wellbeing through observations, assessment, supervision and regular professional discussions. Self-evaluation is informed by monitoring activities, feedback from parents and staff and ongoing reflection, enabling leaders to identify priorities that support continuous improvement. For instance, leaders have reviewed the learning environment, strengthened support for children with special educational needs and/or disabilities, and introduced improvements to daily routines to better meet children's needs.

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Leadership and governance Expected standard

Generally, leaders have established appropriate systems to support continuous improvement. However, monitoring has not yet ensured that adult-led group times consistently meet the needs of all children or that staff use questions effectively to deepen children's thinking. Consequently, opportunities to maximise children's engagement and extend their learning are not yet fully embedded across the setting.

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Leadership and governance Expected standard

Leaders generally support staff's professional development through mandatory training, local authority courses, coaching, supervision and regular staff meetings. Professional discussions, peer observations and coaching help staff reflect on their practice, while mandatory training, including safeguarding, paediatric first aid and behaviour management, ensures staff maintain the knowledge required for their roles. Leaders have also introduced electronic recording systems to reduce unnecessary paperwork and support staff wellbeing, enabling more time to be spent with children. Leaders have established positive partnerships with parents and the wider community. Daily communication, workshops, progress meetings and an open-door approach help parents contribute to their children's learning and wellbeing. Leaders also work closely with early years services, local schools and external professionals to support children's transitions and

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Leadership and governance Expected standard

coordinate additional support where required.

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

Children arrive happily and separate confidently from their parents because they have formed secure relationships with the caring and responsive staff. Daily conversations with parents about children's routines, wellbeing and care help children settle quickly into familiar experiences. Children confidently choose from the range of activities available, seek reassurance from familiar adults when needed and enjoy playing alongside their friends. As a result, children feel safe, welcomed and valued from the start of the day.

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

Children typically enjoy their time at the setting and engage positively in activities that reflect their interests. They become increasingly confident to make choices, explore resources independently and develop their ideas through play. For example, children eagerly experiment with mixing paints, making predictions about what will happen when colours are combined before proudly creating new colours independently. Through these first-hand experiences, they develop curiosity, confidence and early problem-solving skills as they investigate and test their own ideas. Children communicate with adults and their peers, share their experiences and learn to cooperate, take turns and show consideration for others. They also develop confidence in managing everyday routines, such as serving their own snack, pouring drinks and looking after their personal needs, helping prepare them for the next stage in their learning.

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

Children make expected progress from their starting points. Children, including those with special educational needs and/or disabilities, learn alongside their peers and participate fully in daily routines and learning experiences because activities are generally adapted to meet their individual needs. Parents' views and knowledge of their children are valued and used to help children settle, build on their interests and provide continuity between home and the setting. Regular attendance is promoted through close partnerships with families, helping children benefit from consistent routines and learning. Children benefit from caring relationships, appropriate support and effective safeguarding arrangements that help them feel safe, develop positive social skills and enjoy learning.

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Address:

Unity Hall 144 Bramley Close Walthamstow London E17 6EG

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Early Buds Nursery Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 18:00

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Address:

Local authority: London Borough of Waltham Forest

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Next steps

Leaders should review the organisation and duration of adult-led group times so they consistently maintain children's engagement and reflect their developmental stages. Leaders should strengthen staff's understanding of how to promote children's communication and language, ensuring that children have sufficient time to think, respond and explain their ideas.

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About this inspection

The inspector spoke with leaders, staff, children and parents 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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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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