Nappy Gang Daycare Nursery

Nappy Gang Daycare Nursery

Unique reference number (URN): 2806090 Address: 4 Coronation Square, London, E10 5UN Type: Childcare on non-domestic premises Registered with Ofsted: 15/08/2024 Registers: EYR Registered person: Nappy Gang Day Nursery Limited

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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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Children's welfare and wellbeing Strong standard

Leaders and staff prioritise children's welfare and wellbeing. They create a highly welcoming and nurturing environment. For example, staff thoughtfully plan activities that include children's interests and are knowledgeable about the intended outcome. As a result, children are consistently stimulated and learning. Leaders rigorously review policies and procedures, ensuring they follow new guidance. These are implemented into practice effectively and consistently, ensuring staff are up to date with all changes.

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Children's welfare and wellbeing Strong standard

Leaders and staff have an excellent understanding of the children in their care, especially children with special educational needs and/or disabilities and/or barriers to their learning. Staff review individual plans regularly to identify children's changing needs. Consequently, children and families receive continuous support.

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Children's welfare and wellbeing Strong standard

Leaders and staff have created well-structured routines in practice. For example, children self-serve at mealtimes, which develops their independence and self-awareness of responsibilities. Staff encourage children to explore and identify healthy choices through play and mealtimes. The setting provides a balanced diet, including fruit and two-course healthy lunches, to help children develop positive eating habits. Through purposeful role play, staff guide children to distinguish between healthy and unhealthy foods. As a result, children think carefully about their own diets and making choices.

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Children's welfare and wellbeing Strong standard

Children receive encouragement to understand their own and others' feelings. For example, if children disagree while playing with magnets, staff gently ask them to stop and think about each other's feelings. As a result, children typically become aware of boundaries and of their own and others' emotional wellbeing.

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Inclusion Strong standard

Leaders and staff consistently identify children's needs effectively. They quickly put in place targeted strategies to support gaps in children's learning. Staff implement individual support plans to focus on children's specific needs. For example, children with special educational needs and/or disabilities join structured small-group games to master turn-taking and gain further social skills. Staff and leaders review individual support plans and clearly share these with parents and carers. Leaders ensure parents understand the interventions in place for their children, through meaningful conversations, meetings and frequent feedback. As a result, children receive continuity in the support from the setting to home.

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Inclusion Strong standard

Leaders consistently work well with external agencies, applying strategies suggested. For example, staff use interactive emotion boards with pictures, which helps children to physically show how they are feeling. As a result, children feel safe, understood and deeply valued. Leaders quickly identify when families need extra support and guide parents towards useful workshops. This creates a trusting professional bond between the setting, children and parents.

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Expected standard

Leaders have a secure understanding of children's individual needs. For example, they have created a sensory space within rooms for children to use when needing a calm and quiet area. As a result, children learn to regulate their emotions successfully in a safe space. Leaders carefully select resources and tailored experiences that benefit all children. For example, staff provide a large outdoor area filled with varied climbing equipment for children who need to stay active to maintain their concentration. As a result, children enjoy an energetic and physical experience that successfully enhances their focus and learning across the day.

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Leadership and governance Strong standard

The leadership team has an excellent understanding of the strengths and areas to improve. Leaders identify when there are inconsistencies in practice and address these well. However, this is not yet fully embedded in practice. Leaders consistently strive to improve for children's learning and development. They actively listen to feedback from parents and carers, staff and local authority professionals to implement meaningful changes. As a result, the setting builds harmonious and professional relationships across the whole community.

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Leadership and governance Strong standard

Parents consistently praise the communication from leaders. Leaders keep families fully up to date regarding their children's developmental milestones, daily updates, transitions and any concerns raised. As a result, children have continuity between home and setting, ensuring they have the best possible support during times of change. Leaders also involve parents effectively by arranging regular celebration events, which strengthens positive partnerships.

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Leadership and governance Strong standard

Leaders consistently support staff in their wellbeing and professional development. They successfully encourage staff to pursue higher early years qualifications. This advanced training deepens staff's understanding of how individual children learn. Staff complete mandatory training regularly, including before they start at the setting and on in-service training days. Leaders ensure that staff have a manageable workload and prioritise regular supervision sessions. As a result, staff have continuous feedback, identifying strengths and areas of improvement.

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Achievement Expected standard

Children make steady progress in achievement across all areas of learning. Typically, they take part in early writing activities to support their move to the next stages of their lives, such as starting school. Children explore new textures and trace patterns in squishy sensory bags using brushes. They use different tools to build the small-muscle control they need to eventually hold a pencil comfortably. Children with special educational needs and/or disabilities and/or barriers to their learning benefit from support through tailored targets. As a result, they learn at a stable pace from their starting points.

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Achievement Expected standard

Children of all ages generally learn how to express themselves and get along with others. During play-dough activities, children typically share tools and build structures together. As a result, children build positive relationships with each other and respect. Children learn key skills, such as self-awareness and confidence. For instance, staff listen and respond well to children in discussions and story times, giving children time to think before answering questions. As a result, children feel valued and understood. Children show increasing independence and problem-solving skills as they take part in activities. Older children become more confident in expressing their ideas, managing routines and joining in imaginative play.

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Behaviour, attitudes and establishing routines Expected standard

Children build positive relationships with staff across the setting. Staff support children well in their learning because they are knowledgeable about individual needs and development stages. Leaders and staff offer effective praise to children during their play and achievements. As a result, children thrive from gaining self-confidence. Leaders and staff are effective role models to children. For example, staff use manners during mealtimes and discussions consistently. This encourages children to imitate them, reinforcing positive behaviour and respect.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote the importance of attendance to parents and carers effectively. Leaders have updated policies and procedures to outline this for parents. For example, leaders have clear processes for parents to notify them of their children's absences, which they document and monitor over time. As a result, parents show awareness of the importance of consistent routines for children's development.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff embed consistent routines throughout the day. For example, children typically join circle and story times, remaining engaged in focused activities. Leaders implement 'Now and Next pictures' to display routines, helping children to visually understand the day. In particular, this supports children with additional needs and/or barriers to their learning. Staff generally support children's behaviour well, encouraging sharing through sand timers. However, this is occasionally inconsistent across all staff and age groups. As a result, this creates varied expectations and boundaries for children to follow.

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Curriculum and teaching Expected standard

Leaders have created a curriculum that celebrates every child's unique learning journey. They plan a balance of adult-led and child-led play, typically including children's interests to build essential skills. For example, children direct imaginative restaurant games, using real- life experiences to learn from one and another.

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Curriculum and teaching Expected standard

Leaders and staff focus on children's love of books, ensuring this is adaptable to all ages and abilities. Staff read to children daily before nap time. Children choose their own story or join in a group story time. Staff generally ask older children open-ended questions about the stories to build a deeper understanding and love of books. Staff guide children to strengthen their hand muscles over time through playful tasks. For example, younger children explore early mark-making tools in one hand, such as paintbrushes and pencils. Older children use pipettes in an ice-melting activity. Staff encourage children to explore mathematical concepts during daily play. For example, children use measuring tools to make play dough, which helps them to learn and use mathematical words. Children are typically encouraged to explore their language skills in conversation and play. For instance, staff discuss the use and types of transport during a child-led conversation,

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Curriculum and teaching Expected standard

giving them time to think and respond. However, there is an inconsistency in high-quality language used with younger children. On some occasions, staff do not develop children's communication skills further than what they know. Nevertheless, children progress appropriately for their age.

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

Children enter a safe and nurturing environment. They arrive happy and transition independently from their parents and carers to staff on arrival. Children adopt a positive attitude to their learning through making their own decisions. For example, children choose to add cars to coloured sand in trays to extend their own play. They create patterns in the sand using the tyre tracks. This helps them build their small hand muscles. Children achieve well by building early independence, with timely support from staff. For example, younger children learn to feed themselves using hand-over-hand techniques. Older children confidently dress themselves during role play. This helps to support them for the next stages of life, including starting school. Children enjoy interactive sensory music and rhyme sessions and join in energetic multi-sports games. These fun experiences support children's physical confidence and social skills.

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

Children receive encouragement to play well among each other. For example, during moments of conflict, children learn to consider the feelings of others with gentle encouragement from staff. As a result, children build kindness and understanding for one another. Children confidently approach staff in moments of need. For example, they independently bring a book to staff when feeling sad. Children use this comfort to manage their own feelings, showing deep trust and safe bonds with staff. Children further their social skills by playing harmoniously in groups. In the pretend supermarket area, children have conversations about their own experiences, sharing similarities and differences about their favourite foods. Through these interactions, children enjoy learning together and expand their understanding of the world.

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

Children benefit from an effective partnership between home and the setting. Parents meet regularly with staff to talk about their children's development and what can be supported further. As a result, children gain continuous and consistent progression between home and setting. Children with special educational needs and/or disabilities overcome barriers to their learning because leaders, staff and external agencies consistently work together. For

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Nappy Gang Day Nursery Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00 example, leaders implement strategies, such as pictures to show children what will happen next in the routine. As a result, children receive support to understand transitions.

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Next steps

Leaders should continue to support staff in consistency in supporting children's understanding of key skills, such as sharing, across all ages. Leaders should continue to support staff to develop all ages of children's communication and language to further build on what they already know.

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About this inspection

The inspector spoke with leaders, staff, children, parents and carers and the special educational needs coordinator 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. 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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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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