Triangle CentreOfsted report card, 9 Sept 2026

Triangle Centre

Unique reference number (URN): EY350646 Address: London Borough of Haringey, Triangle Children's Centre, 91 St Ann's Road, London, N15 6NU Type: Childcare on non-domestic premises Registered with Ofsted: 02/08/2007 Registers: EYR, CCR Registered person: London Borough of Haringey

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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 Expected standard

Children play happily at the setting and form positive bonds with staff. Babies smile and stretch their arms to familiar adults. Older children are eager to share their games and ideas with staff. For example, they smile with delight as they make 'foam ice-cream' together and staff clap it between their hands to create 'snow'. Children enjoy exploring the environment, where they make their own choices and follow their interests.

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Children's welfare and wellbeing Expected standard

Babies and children generally benefit from opportunities to enjoy outdoor play and fresh air. Older children develop their physical skills while they enjoy running and testing their skills in the garden. Babies have opportunities to pull themselves up and are encouraged to take their first steps. Children develop good hygiene practice and are becoming increasingly independent. They know when they need to wash their hands and do so independently and with confidence. Children serve themselves at lunchtime and enjoy healthy and balanced meals. However, staff do not always encourage conversation about healthy food and the importance it has for their bodies and health.

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Children's welfare and wellbeing Expected standard

Staff provide calm and flexible sleep routines. They work with parents to understand their routines at home and let children wake up naturally. This supports their individual needs. Staff follow safe sleeping practice and monitor children closely while they rest to ensure their wellbeing.

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Leadership and governance Expected standard

New leaders and recent changes in management have strengthened the day-to-day running of the setting. Leaders have a clear vision for the setting and have taken decisive actions to drive improvement. They have introduced clear systems and procedures and are taking effective steps to embed these into practice. Leaders have already made some changes in the children's best interest, including those who are disadvantaged, children with special educational needs and/or disabilities or those facing barriers to learning. They have also identified key priorities for improvement, including increasing consistency in practice and raising the quality of teaching. For example, leaders have reviewed the layout of the rooms and made changes to create a more inviting environment where all children are encouraged to make independent choices and engage in activities that interest them.

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Leadership and governance Expected standard

Leaders generally promote a positive working culture and foster staff wellbeing through an open door approach. As a result, staff feel better supported and more confident in fulfilling their roles. This contributes to positive morale and improved practice. Leaders have strengthened access to professional development, although some opportunities, such as training on working with boys, are broad rather than closely tailored to individual staff development needs.

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Leadership and governance Expected standard

Leaders have a clear focus on maintaining these improvements and ensuring that new arrangements are consistently embedded across the setting. They have a sound

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Needs attention

understanding of the setting's strengths and areas for development and are taking purposeful steps to improve the quality of care and education for children.

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Achievement Needs attention

Children's learning is not extended as much as it could be, and it is sometimes interrupted. As a result, children, including those who face barriers to learning, do not always build effectively on what they already know. Consequently, progress is not consistently secure across the setting.

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Achievement Needs attention

Overall, children make some progress from their starting points. They develop confidence and communicate with one another and adults. For example, babies approach adults, smile and share resources with them. Older children greet adults and share their thoughts with them. Children invite staff to join them in activities, such as when playing with tractors and digging in soil. Children enjoy outdoor learning and show positive physical skills, such as balance and coordination when playing in the setting's garden or walking on indoor small apparatus. Younger children enjoy exploring water and natural materials, while older children run freely, build houses with crates and use their big muscles to play with water pumps.

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Behaviour, attitudes and establishing routines Needs attention

Behaviour strategies are not yet applied consistently enough to manage instances of challenging behaviour or to support all children to understand behavioural expectations. For example, while staff explain that they use a sand timer to help children to learn to share resources, this strategy is not used consistently in practice. Leaders recognise behaviour management as a priority for improvement and understand the impact that inconsistency has on children's behaviour and attitudes. Plans to strengthen practice are at an early stage. Although staff promote positive behaviour through verbal reminders and encouragement, expectations are not always reinforced or followed through.

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Behaviour, attitudes and establishing routines Needs attention

Overall, relationships between staff and children are positive. Staff are kind and form warm bonds with children. Babies seek staff for reassurance and to share cuddles. Older children are eager to share their ideas with familiar adults. For example, they invite staff to look at them while they re-enact the story of the 'Three Little Pigs' and share laughs when they pretend the wolf is climbing up a tree to escape from the pigs.

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Behaviour, attitudes and establishing routines Needs attention

Leaders monitor attendance and swiftly follow up concerns. They work with parents to support their understanding of the importance to bring their children regularly and on time. This helps children to build good habits for the future.

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Curriculum and teaching Needs attention

Teaching is not consistent across the setting, and the implementation of the curriculum is variable. Staff's interactions to support children's learning are not always effective. Therefore, children, including those with special educational needs and/or disabilities, are not always engaged in purposeful play and activities that extend their learning further. Leaders' ambitions to improve this are appropriate. However, their plans for improvement are not fully embedded yet.

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Curriculum and teaching Needs attention

Leaders attempt to create a curriculum that is designed to support children's development indoors and outdoors. Staff generally provide activities that extend children's learning. For example, they give babies a variety of open-ended resources, which promote their curiosity and language skills. They encourage young children to join in mark-making and painting activities. There is a positive focus on promoting communication and language. Staff read to babies with expression. They involve older children in songs and encourage them to sing 'fast' and 'slow'. Staff give children regular opportunities to run freely, negotiate space and balance in the garden to develop their physical skills. They support children to mix ingredients to make play dough, trace on sand and complete threading activities that support their small muscle development.

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Inclusion Needs attention

Children who have been identified as having special educational needs and/or disabilities (SEND) are not always supported to make progress based on their individual needs. Staff do not have a consistent approach to ensure meaningful, focused interactions are consistently implemented. As a result, children with SEND do not always receive opportunities that foster their progress and development.

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Inclusion Needs attention

There is generally inclusive practice at the setting and new leaders have started to implement systems to better help children who may face barriers to their learning, including one-to-one support. Leaders have plans for staff to access specialist training to extend their knowledge of how to support children with SEND. However, it is too soon to determine the impact of these changes.

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Inclusion Needs attention

Leaders understand how to use additional funding to support disadvantaged children. For example, they use funds to purchase resources to provide tailored support for children or to provide children with experiences they might not access elsewhere.

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

Teaching is variable across the setting. Therefore, children do not consistently benefit from high-quality learning opportunities in all areas of learning. While leaders have appropriate ambitions for the curriculum, staff do not consistently support children's development through purposeful interactions. For example, staff play alongside children but do not typically ask meaningful questions or extend their ideas. As a result, children do not always build on what they already know or can do, and outcomes are uneven. Staff are aware of children's individual needs, such as those who speak English as an additional language and children with special educational needs and/or disabilities. However, they do not always consistently adapt teaching to enable all children to have the same access to the curriculum. This can limit their progress over time.

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

Children confidently arrive and are greeted by kind and welcoming staff. They are keen to explore the resources and activities on offer. Children enjoy playing outdoors, where they dig in soil, play with water and test their physical skills. Children form warm bonds with staff. This helps them feel safe and secure. Older children talk with staff about what they want to do next. Babies show attachment to familiar adults and seek them for reassurance when needed. Overall, children enjoy each other's company and behave well. However, when expectations are unclear or they do not receive the support needed, their behaviour deteriorates. As a result, learning is disrupted, and children miss opportunities to make progress.

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Address:

London Borough of Haringey Leaders encourage regular attendance and follow up unexplained absences. This helps to promote children's good habits for the future.

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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 staff implement consistent strategies to manage children's behaviour and set clear expectations that are understood by children 14/10/2026

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Action Completion Date

ensure there are frequent and high-quality interactions between adults and children to extend children's learning and support their progress further 14/10/2026

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Action Completion Date

target support more precisely and ensure staff receive relevant coaching, guidance and training to help them to improve their practice 14/10/2026

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About this inspection

The inspector spoke with leaders, staff 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. Triangle Children's Centre 91 St Ann's Road London N15 6NU Type: Childcare on non-domestic premises

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About this inspection

Registered person: London Borough of Haringey

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About this inspection

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

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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

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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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