Bright Gems Nursery South Tottenham

Bright Gems Nursery South Tottenham

Unique reference number (URN): 2809318 Address: St. Ignatius RC Primary School, High Road, London, N15 6ND Type: Childcare on non-domestic premises Registered with Ofsted: 13/09/2024 Registers: EYR Registered person: Bright Gems 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

Babies and young children demonstrate positive behaviour that consistently exceeds expectations for their age and stage of development. They show respect, kindness and consideration for one another. Staff model expectations at children's level and support all children to share, take turns and cooperate. Children follow routines calmly and show growing independence in their self-care. Staff respect children's privacy and dignity at all times. Mealtimes are sociable occasions, and children enjoy nutritious food, freshly cooked on site. Staff sit with children, talk with them and encourage conversation about tastes, colours and healthy choices. Children practise hygiene routines as part of everyday expectations, such as washing their hands independently. Older children offer support and guidance to babies. Staff's sensitive support and explanations help them understand why these routines matter for their wellbeing.

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Behaviour, attitudes and establishing routines Strong standard

Children with special educational needs and/or disabilities are included fully in routines and learning. Staff adapt activities and provide reassurance to help children manage feelings and understand boundaries, for example, by singing 'The Boundary' song. Children show curiosity and persistence in play. They approach challenges with confidence and develop problem-solving skills through opportunities to explore and practise independently, such as using the equipment to promote their mathematical skills. Children of all ages show positive attitudes to learning. They build independence and confidence and are prepared well for their next stage of education, such as dressing up in school uniform in preparation for starting school. Leaders promote regular attendance and recognise its importance for children's learning and wellbeing. They monitor patterns of absence and work with parents and carers to provide timely support to help children attend consistently.

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Children's welfare and wellbeing Strong standard

Children's personal development and wellbeing are promoted consistently through a thoughtful and, at times, individualised programme for children. Relationships are secure and responsive, helping children to feel safe, confident and ready to explore. Staff know children especially well and draw on detailed knowledge of their preferences and emotional needs. They use a range of strategies to understand what supports each child to feel settled and regulated. A particular favourite that supports caring for others is feeding the fish, where children know exactly how much food to use. Children learn about other children less fortunate than themselves, when activities are planned to raise money for charity to help sick children.

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Children's welfare and wellbeing Strong standard

The calm environment supports children to move confidently between activities and manage their emotions. Older children can express their feelings about being 'happy or sad', and staff model emotional language and provide reassurance when needed. Children benefit from rich opportunities to learn how to manage their feelings. While the younger children show adults how they are feeling using visual prompts, promoting emotional security and physical wellbeing.

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Achievement Expected standard

In general, young children and babies achieve well from their starting points. Despite staff being at different stages of their professional journey, any gaps in learning are beginning to close, especially for children who speak other languages at home. Children appreciate staff's efforts to learn their language and further develop their communication and speech through the use of signing and visual aids. For example, during adult-led activities, children concentrate and focus to develop their understanding of healthy lifestyles and dental care. Children demonstrate independence as they freely access the creative materials. They practise using a range of tools to make marks. Children display increasing control and dexterity. Furthermore, they demonstrate a growing range of vocabulary as they enjoy talking to staff and looking at books together, such as 'Oliver's Fruit Salad'.

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Achievement Expected standard

Additionally, children show skilful balancing and coordination as they use the outdoor equipment. When watering the flowers, sweeping and wiping tables, children are learning to care for the environment. Consequently, children are prepared well for the next stage in their education, including the transition to the next stage of their learning and development.

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Curriculum and teaching Expected standard

Leaders have designed a curriculum that reflects children's developmental needs and the context of the setting. Staff understand the leaders' intentions clearly, including the emphasis on early attachment, emotional regulation and preparation for more structured learning, when transitioning to the next stage of their education. Staff make purposeful use of everyday moments to build children's vocabulary and communication. Staff interact warmly with babies, responding quickly to their babbling and gestures. Staff model language and repeat words so babies begin to develop early communication skills. Babies are happy to play and explore alongside their peers and toddlers learn how to share and take turns early on.

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Curriculum and teaching Expected standard

Teaching typically supports children's development well, particularly in personal, social and emotional development. Leaders adapt teaching appropriately for young children with special educational needs and/or disabilities using specialist guidance, individual plans and small-group interventions to target communication and physical skills. Assessment is used effectively to check what children know and can do and supports staff to adapt their curriculum to meet individual children's needs.

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Curriculum and teaching Expected standard

Routines for babies are efficient and calm, enabling secure relationships and uninterrupted opportunities to learn through stories, songs and early communication activities. Typically, experienced, well-trained staff extend learning through language and model thinking during focused activities. However, the quality of teaching is not yet consistent. Occasionally, staff do not engage all children and babies effectively when teaching them, meaning some children and babies do not have the opportunity to learn more deeply from the learning experiences that have been prepared for them.

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Inclusion Expected standard

Leaders make informed decisions about how best to spend additional funding that children are in receipt of, to support their next steps and progress. For example, by providing extra resources, training and support. Parents are involved in these decisions. Leaders carefully monitor and review the impact of additional funding. Parents comment on how well the setting identifies and helps their children to receive the additional support they need. Parents have a good understanding of how targeted support plans are helping their children to progress in their development.

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Inclusion Expected standard

Staff receive help from leaders to support all children, particularly those who are disadvantaged, those with special educational needs and/or disabilities and those who face barriers to their learning and/or wellbeing. Appropriate and timely referrals to other agencies are made, when needed, including the local authority. Leaders work in partnership with parents and other professionals to secure support and interventions for children as required. There is a range of training and support to extend staff's knowledge and expertise so they can best support children and, in particular, babies with gaps in their learning and development. However, as all staff do not have targeted training, children do not consistently benefit from strong learning experiences.

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Leadership and governance Expected standard

Leaders show commitment and great enthusiasm for leading practice at the nursery. Staff share a wealth of information with parents to help them work collaboratively to support children's needs. Parents very much value the daily chats and regular meetings to keep them up to date on all that their children are doing. Partnerships with other settings that children will attend and outside professionals are valued and fostered, focusing on offering joined-up working to consistently meet the needs of each child. Leaders are mindful to support staff's wellbeing, arranging activities to show they are valued. Staff show dedication to the work that they do at the nursery, and that they really care about the children.

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Leadership and governance Expected standard

Leaders meet regularly as a team to evaluate their effectiveness and outline areas for improvement. They supervise and support the practice of the team, helping staff undertake qualifications and a range of suitable training. Typically, leaders work promptly to help staff develop their skills, especially to ensure their effective safeguarding knowledge and practice. They encourage a culture of professional learning and have created a family atmosphere, where staff become long serving to create a stable, nurturing environment for the children and their families. Leaders have identified the need for further professional learning for staff, especially as regards more expert knowledge of the learning and development of mathematics and emergent writing skills for the older children. They have formulated a plan for improvement to help the children make even better progress, so that, for example, older children can begin to recognise quantities without counting.

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

Babies and young children are happy and eagerly enjoy exploring their surroundings. They develop secure bonds with staff and confidently share their thoughts and ideas. For example, children indicate which song they would like to sing, enjoying days of the week, months of the year rhymes and moving excitedly in time to the music. Staff promptly identify when children need emotional support and offer them comfort and reassurance. Children respond positively to staff, helping them to settle quickly and actively engage in their learning.

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

Staff follow children's interests and support their learning. For example, children practise balance and coordination as they walk across 'stepping-stones', whizz round on bikes and scooters or climb up the balancing stairs. Staff recognise when to offer help, matching support to children's age and stage of development.

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

All children, including those with barriers to learning, are typically prepared well for their next stage of development. They make appropriate progress from their starting points and gain the skills they need to move on to the next stage of their learning. For example, children learn to become independent and complete tasks for themselves. They serve their own food, pour their drinking water and cut up their fruit for their snack. Children show kindness to their friends with gentle encouragement from staff, such as learning to share the toys with each other, keenly focusing on, for example, ways to take turns with the equipment when finding their names hidden in the sand. This helps them learn how they are expected to behave.

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

Adults provide experiences for children that help to build on what they know and to enrich their learning further. Children join staff on trips into the local community, such as the library. Older children visit the on-site school in preparation for their next learning journey. They learn about nature, planting seeds in the garden or on their regular walks to the local park. Adults and children learn from each other about various festivals and the wide variety of cultures that they come from. For example, inviting parents to read stories or cook food from their home countries. They share vocabulary in different languages. This develops their confidence with new experiences and their knowledge of the world effectively.

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Next steps

Leaders should explore a wider range of professional development opportunities that are sharply focused on raising the quality of education to a higher level. Leaders should support all staff to strengthen their knowledge of mathematical development and emergent writing skills for the older children.

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Address:

St. Ignatius RC Primary School High Road London N15 6ND

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Bright Gems Nursery Ltd

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Address:

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

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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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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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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

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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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