BYPN Golders Green

BYPN Golders Green

Unique reference number (URN): 2796721 Address: 110-114 Golders Green Road, London, NW11 8HB Type: Childcare on non-domestic premises Registered with Ofsted: 22/07/2024 Registers: EYR, CCR, VCR Registered person: Beis Yaakov Pre 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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Children's welfare and wellbeing Strong standard

Leaders place children's welfare and wellbeing at the centre of everyday practice. Staff establish consistent routines that help children develop healthy habits and understand how to care for themselves. Children confidently follow hygiene routines and understand the importance of washing their hands thoroughly. They also develop an understanding of healthy lifestyle choices through everyday experiences. For example, during role play in the home corner, children talk with staff about healthy foods, discuss why these foods are good for them and eagerly share their favourite fruit and vegetables. Parents describe how their children have become more willing to try new foods, particularly vegetables, since attending the nursery, demonstrating that children are beginning to make positive choices about their health.

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Children's welfare and wellbeing Strong standard

Leaders create a safe and secure environment where children confidently explore indoors and outdoors. Staff consistently teach children how to keep themselves safe and remind them how to move safely around the nursery and garden. Children confidently manage appropriate risks as they balance on the beam, climb the climbing frame and strengthen their coordination, balance and core muscles through active play.

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Children's welfare and wellbeing Strong standard

Children develop high levels of emotional wellbeing and resilience. They increasingly recognise and express their emotions and begin to use familiar strategies to regulate their feelings. For example, when upset, children independently choose to spend time in the 'calm tent' until they feel ready to rejoin their friends. This demonstrates children's growing confidence in recognising their emotions and using strategies that support their own wellbeing.

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Inclusion Strong standard

Leaders and staff prioritise supporting children's individual needs. They identify and assess children's needs promptly after they start at the provision, reducing barriers to learning by implementing support strategies that are tailored to each child's individual challenges. Leaders ensure all children, including those with special educational needs and/or disabilities (SEND), access their full educational entitlement. Staff work closely with parents and external professionals to provide consistent support across the provision and at home. As a result, children benefit from approaches that help them feel safe, secure and increasingly confident.

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Inclusion Strong standard

Children, including those with SEND and others facing barriers to their learning and wellbeing, benefit from a range of resources that support their individual needs. For example, children benefit from calm sensory tents, visual timetables and 'now and next' cards that help them prepare for transitions, as well as sensory activities that encourage them to explore a range of textures. These approaches help children feel settled and ready to learn.

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Inclusion Strong standard

Leaders ensure staff understand children's individual strategies and model how to adapt their practice to meet changing needs. Staff plan activities that target children's next steps,

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Expected standard

review how well these strategies work and adapt their approaches accordingly. This ongoing cycle of assessment, implementation and review ensures support remains responsive to children's individual progress.

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Achievement Expected standard

Children make secure progress from their individual starting points across the areas of learning. They confidently engage in activities that reflect their interests and experiences from home, such as going on holiday, celebrating special occasions or welcoming a new sibling. They eagerly participate in the weekly 'Shabbos parties', where they join in familiar songs, routines and celebrations that reflect their home experiences. Most children remain engaged throughout these shared experiences. However, some younger children lose interest when the length of the session does not consistently match their stage of development.

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Achievement Expected standard

Children develop the knowledge and skills they need for their next stage of learning. Babies gain confidence in walking independently, communicate their needs increasingly well and are well supported to reach the next stage of feeding themselves independently at mealtimes. Older children prepare well for school by dressing independently, serving their own meals, managing their personal hygiene and expressing their ideas and feelings with growing confidence. They also develop a sense of responsibility as they take turns being the nursery's special helpers. They confidently set the table, help prepare activities and take pride in contributing to the daily routines of the nursery. All children, including those with special educational needs and/or disabilities, develop their communication and language through stories, nursery rhymes and meaningful conversations with staff and their peers. They also enjoy choosing books from the nursery library to share with their families at home.

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Behaviour, attitudes and establishing routines Expected standard

Leaders establish clear and consistent routines that help children feel secure and understand what is expected of them. Staff know children well and adapt daily routines to meet their individual needs. They use a range of strategies, including visual timetables, 'now and next' cards and familiar tidy-up songs, to prepare children for changes throughout the day. These approaches help all children, including those with special educational needs and/or disabilities, understand routines, move confidently between activities and build trusting relationships with staff.

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Behaviour, attitudes and establishing routines Expected standard

Staff model calm, respectful interactions and encourage children to treat one another with kindness and consideration. They remind children to use kind words, share resources and include their peers in play. During morning prayers, children confidently follow familiar routines, join in with well-known words, take turns and learn to listen respectfully to others. Children respond positively to these consistent expectations and develop confidence within the nursery environment. Children show positive attitudes towards learning and eagerly participate in activities linked to the weekly theme. For example, they gather around the messy-play table set up as the ocean and listen attentively as staff explain the effects pollution has on the fish living in it. Older children remain engaged, repeat newly introduced vocabulary and confidently ask questions to extend their understanding. Leaders promote regular attendance and work

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Behaviour, attitudes and establishing routines Expected standard

closely with families so children benefit from consistent routines and learning experiences. While established routines support children's behaviour well, some whole-group activities continue for longer than children of different ages can sustain their engagement. As a result, some younger children become restless, which occasionally affects their behaviour.

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Curriculum and teaching Expected standard

Leaders and staff plan an ambitious curriculum and demonstrate a clear understanding of what they want all children, including those who face barriers to their learning, to know and do. They take children's interests, experiences from home and individual next steps into account when planning the curriculum. Staff create a language-rich environment where they consistently introduce new vocabulary through themed learning, familiar nursery rhymes and meaningful conversations with babies and older children. They plan learning experiences that build on children's prior knowledge and cover all areas of learning, with a particular focus on communication and language, personal, social and emotional development and physical development. Staff weave learning about the Jewish faith, traditions and culture throughout the curriculum.

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Curriculum and teaching Expected standard

As part of the underwater theme, staff introduce children to sea animals, the ocean and the importance of caring for the environment. Staff read stories such as 'The Rainbow Fish', sing nursery rhymes linked to the weekly theme and provide babies with different brushes and sponges to create their own rainbow fish. They encourage exploration and build on children's communication and language through meaningful interactions and the introduction of new vocabulary. Staff encourage older children to discuss ocean pollution during morning circle, count plastic bottles collected from the sea and introduce vocabulary such as 'pollution' while developing children's mathematical understanding. Staff further promote mathematics, encouraging children to sing number songs, create patterns during an octopus threading activity and count objects during group activities. Although staff provide meaningful learning experiences, they do not yet consistently provide high-quality

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Curriculum and teaching Expected standard

interactions that challenge children's thinking and deepen their learning.

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Leadership and governance Expected standard

Leaders plan a well-sequenced curriculum that reflects children's individual needs, interests and stages of development. They typically support staff to adapt learning experiences effectively to ensure all children, including those with special educational needs and/or disabilities and those who face barriers to their learning, access the curriculum and make progress from their individual starting points. Leaders work closely with external professionals, including the local authority, to secure appropriate support and continually review the strategies that best meet children's needs. Staff access mandatory training alongside professional development that reflects the needs of the children they care for. For example, staff working with babies complete training to strengthen their knowledge of early speech and language development. Staff report that leaders support their wellbeing and help them manage their workload effectively.

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Leadership and governance Expected standard

Leaders regularly evaluate the quality of the provision and identify priorities for further improvement. Following recent changes within the leadership team, they have worked proactively to strengthen their leadership arrangements and continue to build on the nursery's existing practice. Leaders gather feedback from staff, parents and external professionals to inform their self-evaluation and improvement planning.

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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 receive a warm welcome from attentive staff, who help them feel safe and settled from the moment they arrive. Most children separate confidently from their parents and quickly become absorbed in play. Children who need extra support during separation receive the reassurance they need to settle quickly into the daily routine. They build trusting relationships with familiar adults and grow in confidence as they feel safe and secure.

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

Children eagerly explore a wide range of activities that reflect their interests and stages of development. Older children strengthen their fine motor skills as they create turtles by spreading glue, sticking on cotton pads and using pipettes to add coloured water. Babies and younger children confidently practise crawling and walking in carefully planned spaces that encourage their physical development, or they enjoy exploring creative resources at the art table. Children build positive friendships as they play alongside one another, develop imaginative role play and learn to cooperate, share resources and take turns. They show kindness and respect towards their peers and become increasingly confident in social situations. Children enjoy daily outdoor play where they climb, run, balance and confidently ride tricycles, balance bikes and scooters, strengthening their coordination and physical confidence.

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

Children enjoy learning through experiences that reflect their lives, interests and community. They develop an understanding of the Jewish faith and traditions as these become a natural part of their everyday experiences. During the morning prayer, babies and older children eagerly join in with familiar songs and prayers. They respond positively to daily affirmations, which help them develop confidence, self-esteem and a sense of belonging. All children, including those with special educational needs and/or disabilities and those who face barriers to their learning, make secure progress from their individual starting points. They build successfully on what they already know and can do, developing the knowledge, skills and confidence they need to thrive and prepare for their next stage of learning.

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Next steps

Leaders should strengthen staff practice so that all children consistently benefit from high- quality interactions that extend their thinking and deepen their learning. Leaders should ensure that the length and pace of group activities consistently reflect children's ages and stages of development so that all children remain engaged in their learning.

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About this inspection

The inspector spoke with leaders, the nominated individual, parents and staff during the inspection.

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Address:

110-114 Golders Green Road London NW11 8HB

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Beis Yaakov Pre Nursery Ltd

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Address:

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

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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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1 to 3

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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