Edencherries Pre School

Edencherries Pre School

Unique reference number (URN): 2774135 Address: Brown Sea Hall, 1a Knighton Close, ROMFORD, RM7 9BT Type: Childcare on non-domestic premises Registered with Ofsted: 12/02/2024 Registers: EYR, CCR, VCR Registered person: Edenberries Day Nursery And Pre - School 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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Achievement Needs attention

Generally, children achieve from their starting points in some areas of learning such as their personal, social and emotional development and physical development. Children are typically supported to develop warm, positive relationships. They learn about how to keep their teeth clean and what healthy foods are. During a tooth-brushing activity, staff demonstrate how to brush our teeth and why. Children delight in applying the toothpaste. They join staff by saying, 'We need to get rid of the germs!'

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Achievement Needs attention

Children enjoy exploring the nursery and have the motivation and confidence to try new things. At times, they display high levels of concentration and perseverance. During a water- play activity, children spent extended periods of time using the tweezers to fish the miniature animals out of the containers. As a result, children generally develop resilience when facing a new task.

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Behaviour, attitudes and establishing routines Needs attention

Although leaders understand the importance of effective routines, weaknesses in the establishment of these mean that children have to wait for long periods throughout the day. This has a negative impact on their wellbeing, especially for those with special educational needs and/or disabilities.

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Behaviour, attitudes and establishing routines Needs attention

A key-person system is in place. Staff know and understand the importance of secure attachments. This supports children to feel comfortable in the nursery. Children settle quickly when they first attend. Parents and carers confirm that children enjoy coming to nursery. Staff teach children the importance of treating others with kindness. On occasion, they explain the impact children's behaviour has on others. This supports children to understand their actions.

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Behaviour, attitudes and establishing routines Needs attention

Generally, children are well behaved. On occasion, staff clearly demonstrate the expectations for behaviour. They model expected behaviours and support children to follow the rules and keep themselves safe. When children were running inside, staff intervene and model suitable behaviour, taking into consideration the developmental age of the children. Typically, children have a positive attitude towards learning. Leaders act as effective role models, demonstrating excitement and encouraging perseverance. This supports children to keep trying and take risks in their play.

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Children's welfare and wellbeing Needs attention

Although leaders implement risk assessments, these are not rigorously followed. In the shared garden area, children are exposed to inappropriate equipment which could cause a risk of harm. Measures are in place to prevent this, however, these are not consistently followed. Supporting children's independence is variable. Some children are encouraged to find their own shoes and put them on by themselves whilst others are not. Similarly inconsistent approaches for children taking off and putting away their own apron are present. This does not support children to take ownership of their personal care needs and promote children's independence.

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Children's welfare and wellbeing Needs attention

Safe-eating practices are followed. Children receive a healthy, balanced meal cooked onsite. Leaders are aware of children's intolerances and have suitable policies in place to ensure children remain safe while eating. Those who bring packed lunches are sensitively supported to make healthy food choices. Staff work closely with parents and carers to ensure this takes place.

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Children's welfare and wellbeing Needs attention

Staff have warm and respectful relationships with children. Staff support children to develop their physical health. Children delight as they chase bubbles in the garden. Staff effectively describe the impact exercise has on the body. Children put their hands on their chest to feel their heart beating fast. This supports children to developed lifelong healthy habits.

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Curriculum and teaching Needs attention

Although leaders have a secure understanding of how their curriculum improves outcomes for all children, they do not have full oversight of how the curriculum is implemented across the nursery. As a result, the quality of teaching and learning fluctuates. Staff do not always use the correct verbs to describe an action or the correct nouns to label an object. This leads to children not hearing the correct vocabulary to support their learning. At times, children get the chance to participate in some story-telling sessions, but their exposure to a language-rich environment is inconsistent.

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Curriculum and teaching Needs attention

Leaders work hard to support staff to identify children's individual needs. Although these needs are correctly identified, not all children, especially those with special educational needs and or disabilities, have appropriate measures put in place to reduce these barriers. This means that not all children are making sufficient progress from their starting points. Some children with barriers to their language and communication are not always given opportunities to express themselves. Similarly, staff do not always use effective ways to communicate with children so that they are understood.

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Curriculum and teaching Needs attention

Typically, children's physical development is well supported. Children are given the space and the time to develop their emerging skills. Staff support children to build on what they know and model the key skills children need to learn. During a dancing activity, children explore jumping, hopping, skipping and spinning. Children excitedly demonstrated the moves. Staff observe their movements and encourage children to try different ways of moving. Some staff provide explicit praise. This supports children to understand what they are doing well.

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Curriculum and teaching Needs attention

Children enjoy some sensory experiences. They spend time pouring and filling using sand and water. Staff play alongside the children generally supporting them in their play.

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Inclusion Needs attention

Leaders understand their responsibility to support children with special educational needs and/or disabilities. Leaders correctly identify children who need additional support to access the curriculum. On occasion, strategies used to support their needs are not fully understood. This means that children are not always getting the support they need to make progress.

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Inclusion Needs attention

Leaders engage with external agencies and work closely with the educational psychologist. They create individual plans for children to support their learning. Staff participate in regular training however, the impact of this training is not always evident in the quality of the teaching and learning. This means that children do not always get the support they need.

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Inclusion Needs attention

Leaders support disadvantaged children. They offer flexibility to ensure all children can access their provision. For example, if families struggle to bring their child to nursery, they are offered additional support such as home collection. This then helps to reduce gaps in children's education. They promote the importance of regular attendance, building crucial habits for the future.

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Leadership and governance Needs attention

Leaders monitor practice and the implementation of the curriculum. They generate plans of action for improvement however these actions do not result in rapid change. Children do not have access to a language-rich environment, especially those with special educational needs and/or disabilities. Misconceptions are not always addressed, and so children do not always hear the correct vocabulary. This means that the curriculum is not fully embedded and some children do not make sufficient progress.

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Leadership and governance Needs attention

Although policies and procedures are adopted. These are not rigorously implemented which means children are exposed to unsuitable equipment. This poses a risk.

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Leadership and governance Needs attention

Leaders understand the strengths of the setting. They work hard to support staff's wellbeing and workload. Leaders provide flexible working and take action when needed additional training is identified. Staff speak positively about the support they receive. Through regular supervision meetings, leaders consider staff's suitability and confidence in their role.

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Leadership and governance Needs attention

Leaders and staff engage with parents and carers daily. They develop positive relationships which support children's transition into the nursery. Parents comment on the support they receive from the nursery when their children are toilet training. Leaders signpost parents to external agencies for additional help. This ensures families have wide access to a variety of professionals.

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Leadership and governance Needs attention

Leaders work hard to promote the importance of punctuality and attendance. Clear systems are in place to track attendance. This ensures children are exposed to the curriculum and stay safe.

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Compulsory Childcare Register requirements

This setting has not 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 not 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

Inconsistencies in the delivery of the curriculum means that not all children make appropriate progress from their starting points. Leaders understand what quality teaching and learning looks like but this is not consistently implemented across the nursery. As a result, some children are not challenged in their learning and do not make significant progress. Weaknesses in the implementation of routines mean that some children have to wait for long periods of time. This has a negative impact on their behaviour and affects their wellbeing. Children have access to a large outside area which promotes their physical development. However, risk assessments are not robust enough. Some minor hazards are not removed. This means that children could have access to unsafe equipment. Leaders are aware of this and have put some measures in place, however this is not consistently implemented.

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

Children enjoy coming to nursery and are greeted by warm and caring staff. Children feel like they belong. They happily explore the environment and engage in activities with responsive staff. They play alongside their peers and generally have positive relationships. A high number of children with special educational needs and or disabilities have their needs identified. On occasion, strategies to support their communication is not fully understood and so not implemented effectively. This means that some children are not given the opportunity to express themselves which leads to frustration.

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

Parents and carers speak highly of the nursery and feel their children are happy. Communication between the nursery and parents is effective. Staff try hard to support parent's individual needs. Leaders ensure parents understand the importance of attending regularly and the impact this has on their children's learning. Leaders are flexible and adapt routines to ensure children can make it to nursery regularly.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

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Action Completion Date

ensure regular risk assessments take place in the outdoor area, all hazards are not within the reach of children and the space is secure 31/07/2026

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Action Completion Date

ensure actions to improve the quality of teaching and learning are monitored closely, to ensure the curriculum is embedded, especially for children with special educational needs and/or disabilities 14/08/2026

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About this inspection

The inspector spoke with leaders, staff, parents and carers, children, the special educational needs coordinator and the designated safeguarding lead 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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Address:

Brown Sea Hall 1a Knighton Close ROMFORD RM7 9BT

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Edenberries Day Nursery And Pre - School Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 15:00

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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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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

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 .

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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 .

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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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