Finchley Reform Synagogue Kindergarten

Finchley Reform Synagogue Kindergarten

Unique reference number (URN): 147530 Address: 101 Fallow Court Avenue, LONDON, N12 0BE Type: Childcare on non-domestic premises Registered with Ofsted: 13/10/1992 Registers: EYR, CCR, VCR Registered person: Finchley Reform Synagogue

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.1

Achievement Strong standard

All children, including children with special educational needs and/or disabilities (SEND), make evident progress in their learning. Children with SEND who previously struggled to communicate with adults are now able to make eye contact and accept interactions with their key person.

p.2

Achievement Strong standard

Children are highly independent and learn a wide range of skills. They consistently self- select activities of their choice from the inspiring environments. Children spontaneously line up to wash their hands before collecting their lunch box and sitting at the table to eat.

p.2

Achievement Strong standard

Children are excellent communicators. They confidently express ideas and engage in meaningful conversations with peers and staff. Children demonstrate curiosity, show sustained levels of concentration and persevere to learn new skills. For instance, they eagerly explore how to use a saw before carefully pushing and pulling it along a drawn line to safely cut wood. Children learn to be kind and helpful. As a result, they develop positive social skills.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children enthusiastically arrive and greet each other warmly in the morning. They are excited to see their friends, exchanging hugs, asking how they are and talking about what they will do together throughout the day. Children are highly motivated and lead their learning. They ring the bell to gather their peers for group time and collaborate to set up the resources needed without adult prompting. Staff encourage children to make choices during play. Children show high levels of concentration when preparing different coloured paints, which they then use to create a collaborative artwork. They show pride in their achievements as they talk to each other about what they have made.

p.2

Behaviour, attitudes and establishing routines Strong standard

Staff set clear boundaries and use positive behaviour management strategies such as praise, encouragement and shared thinking. As a result, children understand what is expected from them and behave consistently well, showing positive attitudes towards one other. For example, they readily share resources and include their peers in play. When minor disagreements arise, adults provide clear and gentle guidance to help children resolve issues appropriately.

p.2

Behaviour, attitudes and establishing routines Strong standard

Leaders promote children's attendance and punctuality. They follow up absences and work with parents to ensure they understand the importance of regular attendance for their children's learning.

p.2

Children's welfare and wellbeing Strong standard

Secure relationships between staff and children are firmly established. Staff know children well and are responsive to their needs. Children enjoy including staff in their play and seek them out when needing reassurance. Children have an excellent understanding of their own personal safety and make sure to act in ways that protect their friends. For example, children know which snacks are safe to bring into the setting and understand the importance of washing their hands not only before but also after meals to reduce the risk of cross-contamination and keep friends with severe allergies safe.

p.2

Children's welfare and wellbeing Strong standard

Staff promote healthy choices and safe eating habits. Children enjoy fresh air and outdoor play daily. Staff explain to children the importance of finishing chewing their food and swallowing it before they can go to play. Targeted strategies and reassurance ensure that children who face barriers to learning achieve the same expectations as their peers. For example, children who initially refused to eat at the table, now sit with their peers and try new foods.

p.3

Children's welfare and wellbeing Strong standard

Children learn the skills to explain how they feel and regulate themselves. For example, staff encourage children to engage in exercises like 'tiny seed and imaginary drop' that involve slow, controlled breathing and guided visualisation. This promotes body awareness and stress reduction.

p.3

Curriculum and teaching Strong standard

Children enjoy a wealth of opportunities for both self-directed and adult-led play, indoors and outdoors. The broad and interesting curriculum on offer promotes children's curiosity. Learning is carefully planned to build on what children know and can do, while also providing rich opportunities for them to explore and experiment. For example, children investigate how bicarbonate of soda reacts when mixed with vinegar and other ingredients, observing the formation of bubbles. When staff then offer them to make Challah bread, children immediately make a link with the previous experience, recalling the bubbling reaction they observed.

p.3

Curriculum and teaching Strong standard

Staff engage children in thoughtful conversations that extend their vocabulary and help them make connections. For example, staff explain to children that strawberries are green when they are not 'ripe'. Staff nurture children's love of reading, bringing stories to life. Following 'Goldilocks and the Three Bears', children play with porridge, using different-sized pots and bowls. They observe and compare quantities, deepening their mathematics understanding while immersing themselves in familiar stories.

p.3

Curriculum and teaching Strong standard

Children enjoy being active in the large and well-equipped garden. They climb, dig and make marks with chalks. They have the opportunity to develop a range of physical skills through careful trial and error. For example, they use crates and planks to create paths and learn how to distribute their weight to keep their balance.

p.3

Curriculum and teaching Strong standard

Leaders have carefully designed the environment to promote children's independence skills. For example, different types of taps have been installed in the toilets to encourage children to practise different mechanisms. This supports the development of their self-care and fine motor skills through daily routines.

p.3

Inclusion Strong standard

Leaders and staff know the children and their families exceptionally well. They offer home visits, alongside bespoke settling-in processes. This enables them to gather detailed information about children's needs and, consequently, to accurately identify and tailor support for children from the start. Staff build on the accurate initial assessments through carefully monitoring, reviewing and identifying the next steps for children's learning. Leaders and staff have high expectations for all children, and those with special educational needs and/or disabilities (SEND) are supported extremely well. Staff make ongoing and thoughtful adaptations to promote their inclusion. For example, children's walking aids have been adapted to provide a surface for activities, enabling them to join in with their peers and remove barriers to participation. In addition, staff complete training that is closely matched to

p.4

Inclusion Strong standard

the individual needs of the children in their care. For example, they undertake courses to deepen their knowledge and strengthen their communication strategies when supporting nonverbal children. As a result, all children make steady and secure progress from their starting points.

p.4

Inclusion Strong standard

Leaders use additional funding to enable children with SEND to take part in all learning experiences and make the best progress. For example, they work in partnerships with parents and external professionals to make sure to purchase the most appropriate additional resources to support children's development.

p.4

Leadership and governance Strong standard

The best interest of children and their families is a high priority at this setting. Leaders and staff are committed and reflective. They continuously adapt teaching strategies and make changes in practice to best support all children, including those who face barriers to learning, and meet their unique needs. For example, leaders introduced more mark-making opportunities in the garden to further support children who prefer to learn outdoor.

p.4

Leadership and governance Strong standard

Leaders support staff to progress their career further by gaining higher qualifications. In addition, staff seek training opportunities to meet the changing needs of the children attending and provide effective support and care for them. As a result, teaching is of a consistent high quality and children thrive.

p.4

Leadership and governance Strong standard

Partnerships with parents are excellent. Parents speak enthusiastically about the care and learning their children receive. They describe the individual attention that staff give to their children as 'extraordinary'. Parents are extremely pleased with the significant progress their children make at the setting.

p.4

Compulsory Childcare Register requirements

This setting has 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 met the requirements of the voluntary part of Childcare Register.

p.5

Register

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

p.5

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

Children flourish at this nurturing and inclusive setting and are at the centre of everything leaders and practitioners do. Children form strong bonds with the supportive and caring staff, which helps them to feel safe and secure. Leaders and staff build these relationships from the very beginning and use these bonds to support children's emotional needs and help them settle into the provision. Staff conduct home visits and prepare individual settling- in plans with the contribution of parents and carers to ensure smooth transitions and fully support children's wellbeing.

p.5

About this setting

The committed and enthusiastic leaders and staff develop an inspiring and ambitious curriculum that supports the learning and development of all children. Children lead their learning and develop the skills needed to move on to school. Staff balance attentive supervision with allowing children to test themselves and be autonomous. Staff model safe practice and skilfully enable children to take appropriate risks in their play, such as using real tools during woodwork and climbing ladders. As a result, children build high levels of confidence and resilience.

p.6

About this setting

Children behave extremely well. They are considerate and kind towards each other. They spontaneously help their friends when needed. For example, if a friend cannot find their water bottle, they promptly help them locate it. Children consistently play cooperatively, share and patiently take turns. For example, while waiting to use a resource, they politely ask their friends, 'When you finish, can you tell me please?' Children share ideas and thoughts to solve problems they might encounter. They discuss where they can get more water to add to their 'magic potions' and agree they could get some from the mud kitchen.

p.6

About this setting

Leaders organise outings that stem from children's ideas, interests and needs. For example, they visit local groceries for shopping so that children have the opportunity to write shopping lists, count money and learn how to use self-checkouts. Staff make sure that outing destinations are fully accessible so that all children can take part and enjoy them.

p.6

Next steps

Leaders should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help to realise a transformational impact on all children's achievement and wellbeing.

p.6

About this inspection

The inspector spoke with leaders, practitioners, special educational needs coordinator, parents and children during the inspection.

p.6

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. Unique reference number (URN): 147530

p.6

Address:

Type: Childcare on non-domestic premises

p.7

Address:

Registered person: Finchley Reform Synagogue

p.7

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:15 - 09:15,Monday,Tuesday,Wednesday,Thursday,Friday : 09:15 - 12:15,Monday,Tuesday,Wednesday,Thursday : 12:15 - 14:45,Monday,Tuesday,Wednesday,Thursday : 14:45 - 16:45

p.7

Facts and figures used on inspection

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

p.7

Exceptional

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

p.8

Strong standard

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

p.8

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.8

Needs attention

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

p.8

Urgent improvement

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

p.8

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.8

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.8

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.8

Urgent improvement

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

p.8

Urgent improvement

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

p.8