Children 1st Day Nursery

Children 1st Day Nursery

Unique reference number (URN): 2807253 Address: Tramway Christian Fellowship, 7-9 Tramway Avenue, London, N9 8PD Type: Childcare on non-domestic premises Registered with Ofsted: 16/08/2024 Registers: EYR Registered person: Deanna&Fiona 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 Expected standard

Children, including those with special educational needs and/or disabilities (SEND) and others facing barriers to learning, make suitable progress from their starting points. Babies and younger children develop their hand-eye coordination and manipulation as they complete puzzles and use shape sorters. They strengthen their large muscles through crawling, throwing, catching and moving around the indoor and outdoor environments.

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Achievement Expected standard

Typically, older children develop an interest in books and stories. They point to pictures, join in with familiar words and select favourite books to share with others. Some confidently gather their friends to retell familiar stories, sing rhymes and explore sounds through their play. Children who are learning English as an additional language increasingly understand instructions, use new words and communicate their preferences.

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Achievement Expected standard

Staff use what they know about children to identify appropriate next steps. Consequently, babies become more physically confident. Generally, older children extend their early language and literacy and develop the independence and physical skills needed for their next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

Leaders establish familiar routines that help children to arrive happily, settle quickly and independently organise their belongings. Children choose from active, creative and quiet experiences. Generally, they show positive attitudes to learning. They concentrate, solve problems and persist with activities that interest them. Leaders monitor children's attendance effectively. They follow up unexplained absences so that children remain included in the setting's community.

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Behaviour, attitudes and establishing routines Expected standard

In the main, staff model respectful interactions and help children to cooperate, share resources and take turns. When older children have a minor disagreement, staff intervene calmly, remind them to use indoor voices and help them continue playing together. Staff adapt routines for children with special educational needs and/or disabilities. For example, they use pictorial flash cards to show children how long they have before tidying up, while visual timetables help them understand what will happen next.

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Behaviour, attitudes and establishing routines Expected standard

Staff generally remind older children about expectations, such as walking safely indoors and putting away resources. However, they do not consistently explain why these expectations matter or how children's actions affect other people. On occasion, staff tell children to stop running or throwing toys on to the floor without helping them understand how to take responsibility and care for their environment.

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Children's welfare and wellbeing Expected standard

Leaders generally establish routines that support children's health, comfort and independence. Babies learn to feed themselves using spoons, while older children practise using the toilet, washing their hands with soap and water and managing their clothing. Staff provide help when needed, while encouraging children to do as much as possible for themselves.

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Children's welfare and wellbeing Expected standard

Children benefit from a nutritious menu and sociable mealtimes. Staff discuss the food children are eating, and children pour their drinks and help to distribute lunch. Leaders also promote oral health. They use additional funding to provide resources to help children learn about brushing their teeth. Parents and carers report that this has improved toothbrushing routines at home.

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Children's welfare and wellbeing Expected standard

Staff provide responsive care and recognise when babies and children need reassurance or quiet time. Children have secure relationships with familiar adults and confidently ask them for support. Children with special educational needs and/or disabilities, medical needs or allergies receive appropriate adaptations. Staff use different plates to identify allergy meals and supervise children carefully to avoid cross-contamination.

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Children's welfare and wellbeing Expected standard

Sleep arrangements reflect children's ages and individual needs. Babies under one-year-old use separate cots, while older children use suitable mats. Staff remain in the temperature- controlled sleep room so that sleeping babies and children remain within sight and hearing. This helps any changes in their breathing, movement or comfort to be noticed promptly.

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Curriculum and teaching Expected standard

Leaders design a broad curriculum that reflects children's ages, stages of development and interests. Staff give particular attention to communication and language for babies and children who speak English as an additional language at home. This supports children to build their vocabulary and communication skills. Leaders and staff review planning and observations. They hold regular discussions about children's progress to identify what children need to learn next.

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Curriculum and teaching Expected standard

Staff generally use play and conversation to build on children's knowledge. For example, during a dancing activity, staff describe an animal that is orange and has stripes. Children identify a tiger. Staff extend children's interest by providing orange and black scarves for children to move like tigers, while learning about the animal's features. In addition, staff support children to count their steps as they move. This develops vocabulary, recall, early mathematical skills and imaginative physical play.

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Curriculum and teaching Expected standard

Staff make suitable adaptations so that children with special educational needs and/or disabilities and others facing barriers can access learning. However, teaching is not consistently of the same quality across the provision, in particular, during large-group sessions. Staff do not consistently consider how loud activities affect listening and attention. For example, on occasion, loud music results in staff raising their voices, making it difficult for children to hear instructions and sustain their attention.

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Inclusion Expected standard

Leaders identify children's needs through information from parents and carers, staff observations and ongoing assessment. Leaders work with parents, staff and relevant professionals to agree suitable support. Children with special educational needs and/or disabilities (SEND) and others facing barriers to learning have individual plans that identify their needs, targets and appropriate strategies. Leaders review these regularly to check that support is helping children make progress.

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Inclusion Expected standard

Generally, staff adapt experiences so that children can take part in the curriculum. They use visual timetables, flashcards, short instructions, additional processing time, and one-to-one or small-group activities. For example, staff use children's interest in trains to help them settle and participate. They incorporate toy vehicles into painting activities and provide familiar trains and comfort objects when children need reassurance.

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Inclusion Expected standard

Leaders typically work with speech and language therapists, doctors, occupational therapists, health visitors and the local authority team that supports children with SEND. With parental agreement, they share relevant information and apply professional advice. They also support applications for education, health and care plans when required. This coordinated approach helps staff to reduce barriers and provide consistent support that reflects children's individual communication, sensory, physical and emotional needs.

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Leadership and governance Expected standard

Leaders understand the provision's strengths and areas for development. They monitor practice through supervision meetings, observations, learning walks and professional discussions. The nominated individual works closely with the managers as part of the senior leadership team. Together, they check staff knowledge through questions, quizzes, meetings and supervision sessions. This helps to maintain oversight of their roles and responsibilities.

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Leadership and governance Expected standard

Recent training in speech and language development has improved practice. Staff now use gestures and visual timetables during daily routines to strengthen children's communication and understanding. Staff also complete mandatory training, such as around safeguarding, the 'Prevent' duty and health and safety. However, leaders do not target professional development precisely enough to address variations in teaching across the provision. Consequently, children do not consistently benefit from the highest-quality interactions and learning experiences.

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Leadership and governance Expected standard

Staff report that leaders are approachable and that they feel supported and valued. Supervision provides opportunities to discuss children's development and staff wellbeing. Leaders recognise that more frequent recorded check-ins would help them monitor agreed professional development targets between formal supervision meetings.

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Leadership and governance Expected standard

Leaders establish positive partnerships with parents and carers through newsletters, daily discussions, reports, photos and termly parents' meetings. Parents contribute information and ideas from home, helping staff respond to children's interests and care needs. Links with schools, early years professionals and community visitors, including a dental nurse, broaden children's experiences and support continuity in their learning. Leaders reflect on feedback and use these partnerships to identify further improvements.

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

Children are happy and secure in this welcoming setting. Staff greet them warmly and use familiar routines, including self-registration and a welcome song in which children name their new friends. This is particularly helpful for children who have recently moved from the baby room to the toddler room.

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

Babies and children form trusting relationships with staff and settle confidently into the day. Leaders promote regular attendance through ongoing discussions with parents and carers about children's experiences and learning. Parents share information about children's interests and routines at home, which helps staff to provide continuity in their care and learning.

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

Children, including those with special educational needs and/or disabilities and others facing barriers to learning, make choices and take part in the daily experiences. In the main, the well-organised environment enables children to select resources and follow their interests. For example, older children carefully thread large circular foam shapes on to thick cord. This develops their hand-eye coordination and strengthens the small muscles.

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

Children develop positive social and emotional skills. Staff use emotion puppets and a dedicated feelings area to help children to recognise and name emotions, such as happiness, anger and worry. Children practise simple breathing techniques to help them become calm. They increasingly express their feelings and seek support from trusted adults when needed.

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

Children enjoy opportunities to be active and explore appropriate activities. Babies and older children crawl, balance, climb and move over soft obstacles. Staff encourage them to assess their surroundings and develop confidence while managing appropriate risks. These experiences, together with a broad curriculum based on children's interests, help children to make suitable progress and prepare for their next stage of learning.

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Next steps

Leaders should target professional development more precisely so that staff consistently provide high-quality interactions and learning experiences for children of all ages. Leaders should ensure that staff consistently explain how children's actions affect others, helping them understand expectations, take responsibility and resolve disagreements appropriately. Leaders should consider how they plan large-group activities, to ensure that children can hear staff clearly and sustain their listening and attention.

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Address:

Tramway Christian Fellowship 7-9 Tramway Avenue London N9 8PD

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:00

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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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About this inspection

The inspector spoke with leaders, staff and parents and carers 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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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

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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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