Lakeside Pre-School Wanstead

Lakeside Pre-School Wanstead

Unique reference number (URN): 2808878 Address: Wanstead & Snaresbrook Cricket & Football Club, Overton Drive, London, E11 2LW Type: Childcare on non-domestic premises Registered with Ofsted: 20/09/2024 Registers: EYR Registered person: Lakeside Education 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

While children make some progress from their starting points, they do not progress consistently well, especially to be ready for their next stages of their learning. Children do not always benefit from the mixed-age and -stage groupings, as staff do not differentiate learning. For example, during circle times, children engage all together, taking part in a song-bag activity. Younger children find it difficult to remain focused for longer periods of time and become disruptive. Older children do not receive encouragement to extend their learning, past singing nursery rhymes they already know.

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Achievement Needs attention

Children build positive relationships with their peers and show a wide imagination in their play. For example, children pretend to be doctors using role-play tools such as stethoscopes. They take turns in being the doctor and patient. Children build their play ideas from each other's experiences and ideas.

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Achievement Needs attention

Children begin to build on their mathematical knowledge through using shape magnets to identify 2-dimensional shapes, such as 'square' and 'triangle'. Children build structures in small groups using the magnets and discuss among themselves what they intend to make. Children generally take turns well and wait their turn in play, such as by patiently allowing peers to add to the shape they are building.

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Behaviour, attitudes and establishing routines Needs attention

Leaders and staff show some awareness of the boundaries and expectations of children's behaviour. However, they do not consistently embed these and follow them through. For example, when staff ask children to use 'walking feet', children do not consistently respond well. This is because staff do not consistently remind children of this expectation when they do not comply. As a result, children show confusion about what is expected of them. Furthermore, inconsistencies in managing children's behaviour and expectations mean that children do not always comply with instructions. For example, when children are asked to tidy up, they do not always respond effectively due to staff and leaders not always using role modelling to support their understanding.

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Behaviour, attitudes and establishing routines Needs attention

Leaders promote the importance of attendance to parents and carers. They monitor children's attendance effectively and identify reasons for absence, complying with their policies and procedures. Parents communicate with leaders, notifying them of absences effectively. They understand the importance of attending the setting for the routine of their children.

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Behaviour, attitudes and establishing routines Needs attention

Staff actively give positive praise to children when they achieve, such as when sharing toys and mark making pictures. Children respond well to this, creating a sense of self- appreciation and confidence. Staff generally encourage manners during mealtimes, such as by using 'please' and 'thank you', which children typically imitate. As a result, children begin to form respectful relationships with both their peers and staff.

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Children's welfare and wellbeing Needs attention

While there is a key-person system in place, inconsistencies in staffing across the setting impact on children. This means that, at times, children do not have a continuous key person. This affects secure bonds between staff and children. Furthermore, staff do not always have a secure understanding of each child's development. As a result, children do not consistently progress further.

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Children's welfare and wellbeing Needs attention

Leaders and staff support children's understanding of the importance of hygiene routines, such as handwashing. Children typically show understanding during this routine by washing their hands independently before mealtimes. However, at times, staff do not encourage the independence of self-care. They do not encourage children to wipe their own noses. As a result, children do not consistently identify their personal needs.

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Children's welfare and wellbeing Needs attention

Leaders and staff provide healthy foods for snack time, where children receive a choice of fruits, crackers, vegetables and dips. Children self-serve their snacks with utensils and help each other. They receive encouragement to identify amounts by counting the food, to ensure that they are being fair to their peers, but equally have a substantial portion.

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Children's welfare and wellbeing Needs attention

All children, including those with barriers to their learning, generally build relationships with staff. They indicate their needs for comfort and support, when needed. For example, during lunchtime, there are fewer children, so staff give direct attention to them. They discuss the foods children have brought from home and what they taste like. When needing support to open items in their lunch, children indicate this and staff help them effectively. This helps children to build trusting relationships.

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Curriculum and teaching Needs attention

Leaders have general ambitions for the curriculum. However, they do not ensure that these are fully understood by staff. This leads to inconsistencies in the implementation of the curriculum, which leaders do not have full oversight of. Staff are not entirely confident in knowing what they want children to achieve. Therefore, children are not always able to progress well to the next stages of their learning, including going to school.

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Curriculum and teaching Needs attention

Inconsistent interactions between staff and children mean that children form their learning and play ideas predominantly independently. Children engage independently in an alphabet magnet activity. They attempt to identify the letters and sounds. However, without adult support and consistent appropriate interactions, children do not receive support in their learning. As a result, children do not often learn beyond what they already know.

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Curriculum and teaching Needs attention

Staff support children's physical development. Children explore a range of outdoor equipment, such as bicycles and scooters. They use these confidently and manoeuvre them in the outdoor space safely. Children identify risks and tell each other to slow down and go in different directions. As a result, children identify and use their gross motor skills and build on their self-awareness. Staff encourage children to use tongs and spoons during snack times to self-serve themselves, which children appropriately handle. This supports children to develop their small-muscle movements. Children discover a love for books, where they choose books for staff to read throughout the day. Sometimes this is initiated by staff, and other times by children. Children generally show interest in listening to staff read and remain focused. At times, children recall some stories they are familiar with, such as 'The Very Hungry Caterpillar'. They observe butterflies

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Curriculum and teaching Needs attention

in the garden and discuss the scenes in the story, alongside staff.

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Inclusion Needs attention

Leaders and staff do not consistently identify gaps in children's learning in a timely manner. While there is a tracking system in place, which shows some progression from children's starting points, staff do not identify some gaps or concerns quickly enough. Through the tracking system, staff plan some next steps for children. However, they do not consistently monitor these. This means that some next steps are continued for long periods of time, meaning children do not continue to progress in other areas. Leaders and staff are not consistent with embedding approaches to fully support children's ongoing progress and development.

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Inclusion Needs attention

Leaders ask for support from the local authority when identifying children with special educational needs and/or disabilities (SEND) and other barriers to their learning. They adopt advice they receive and implement suggested strategies. However, in the interim, there is not consistent support for these children to progress further. Leaders signpost parents through noticeboards and a parent app with updates to local support and workshops in the community.

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Inclusion Needs attention

While the setting does not have children in receipt of additional funding, leaders show some understanding of how to use this effectively to support children with SEND and/or other barriers to their learning. For example, they use funding for resources that are of interest to children.

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Leadership and governance Needs attention

Leaders show a general understanding of strengths and areas of improvement for the setting. Leaders also generally take onboard constructive feedback. However, they do not consistently identify the underlying reasons for weaknesses, due to not having a full oversight. This means that improvement is not implemented quickly enough.

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Leadership and governance Needs attention

Leaders complete supervision sessions for staff, where they discuss their performance, professional development and wellbeing. While these focus on staff's workload and wellbeing, they are not always effective. Leaders ensure that staff complete mandatory and optional training. However, this is not always effectively implemented into practice. The leadership team is relatively new. However, higher management do not regularly give leaders the support required to excel in their role. As a result, oversight of the setting is not consistent, which has an impact on children's learning and development.

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Leadership and governance Needs attention

Leaders communicate well with outside agencies, such as the local authority. Leaders take on advice to ensure they follow requirements, such as around child-to-staff ratios. Leaders have implemented their own strategies to address this, such as reducing days the setting is open. Although this means that ratios are met, it has not been the most effective strategy to support parents and carers and children's routines. Leaders and staff communicate with parents via a family app, where they provide general notices and updates about children's development. However, there is a lack of targeted communication, such as at home time. Staff do not fully update parents on their children's day. Parents receive support and are signposted to workshops in the local community through the parent app, if they need support.

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

Children do not receive consistent support to make typical progress and achievement in their learning. They are not supported consistently by staff's interactions during their play. For example, when children identify colours incorrectly in mark-making activities, staff do not correct them. While staff encourage trial and error, children do not learn whether they are right or wrong. Children generally behave well, although staff's expectations and consistency vary. Staff use some 'golden rules' verbally, such as 'walking feet'. However, when children do not respond to these verbal rules, staff do not follow this up. As a result, children do not have consistent boundaries or receive support around unwanted behaviours.

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

Children generally play well with each other. Children role play with dolls and make their own play ideas, such as pretending to go to the park. Children explore their imaginations and lead their play. They create ideas through each other's experiences. Children enter the setting happy and instantly seek their peers to play with. Children use a self-registration system to acknowledge that they have entered nursery. This supports children to build secure bonds between each other and develop their sense of belonging in the nursery.

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

Children generally build relationships with staff. They will approach them when needing support, such as with finding their water bottle. Children show that they are comfortable with some staff, where they will respond well to physical comfort, such as hugs to say hello and goodbye. As a result, children typically begin to build bonds with staff. However, due to staff changes across the setting, this is not always consistent.

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

Children build on their physical ability and awareness of others. Children explore the outdoor garden area and use a range of bicycles and tricycles. When riding these, children show mindfulness of each other and give each other warnings, or change their pace or direction. This means that children explore and identify potential risks, identifying ways to manage them.

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Address:

Wanstead & Snaresbrook Cricket & Football Club

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Next steps

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

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Action Completion Date

ensure leaders are supported with further training and professional development opportunities to develop an effective oversight of the setting 14/07/2027

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Action Completion Date

ensure staff receive support and training to enhance their knowledge of how to support children in their learning and development 14/07/2027

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Action Completion Date

ensure there is an effective and consistent key-person system in place to make sure children's progress and development are consistent 14/07/2027

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About this inspection

The inspector spoke with leaders, staff, parents and carers and children 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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About this inspection

We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this. Overton Drive London E11 2LW Type: Childcare on non-domestic premises

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About this inspection

Registered person: Lakeside Education Limited

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 14:30

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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

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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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