Green Lane Pre-School & Day Nursery

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About Green Lane Pre-School & Day Nursery


Name Green Lane Pre-School & Day Nursery
Inspections
Ofsted Inspections
Address 510 Green Lane, Goodmayes, Ilford, Essex, IG3 9LH
Phase Childcare on Non-Domestic Premises, Full day care
Gender Mixed
Local Authority Redbridge
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Staff meet children and their parents warmly at the door when they arrive at the nursery.

Children settle quickly and join in the activities provided for them. Older children enjoy spending time in the larger nursery garden, where they practise their physical development skills. They notice changes in the weather and quickly move to shelter when it starts to rain.

They make sure they bring toys back under the shelter, so they do not get wet.Relationships between staff and children are caring. However, leaders acknowledge that there is a need to recruit additional qualified staff, and there are plans in place to address th...is.

At times, agency staff are employed, or leaders need to work in the nursery rooms, to meet the adult-to-child statutory requirements. This means that the permanent staff have high numbers of key children who they are responsible for, which makes it difficult to ensure that all children's needs are met consistently throughout the day. In addition, at times where ratios are not met, staff are simply not able to ensure all children consistently receive high levels of learning and teaching.

There is a clear vision for how children's learning will progress as they move through the nursery. All children, including those with special educational needs and/or disabilities, are making progress. Children generally behave well.

They like to be helpers. They are taught manners, are polite and share resources with their friends.

What does the early years setting do well and what does it need to do better?

Children learn about being kind at the nursery, and they demonstrate thoughtful behaviour towards others.

When children notice a spider is in the nursery, they ask staff to help them move the spider to a safe place. They move carefully to ensure they do not hurt the spider.Staff use lots of visual prompts to reinforce and support children's understanding of language.

For example, in the baby room, staff use pictures of animals when they sing 'Old MacDonald Had a Farm'. They encourage children to join in with the noises the different animals make.Independence skills in some areas are well supported as children move through the nursery.

For example, at mealtimes, younger children are encouraged to feed themselves when they are ready. In the pre-school room, children demonstrate confidence serving their food and pouring gravy from a jug. However, due to the pressures on qualified staff, at times, children have to wait too long for their key person to be able to support them with some elements of self-care, such as helping them learn how to change their clothes when they get wet.

Leaders encourage staff to ensure all children have access to the nursery garden. However, this is inconsistently implemented in practice. Sometimes, staff working with younger children do not manage this until the end of the day.

This means that some children have spent a long part of the day indoors, which does not fully support their learning, development and well-being.Children develop a love of books in the nursery. They have access to a range of stories and non-fiction books, which they use to find out about different bugs.

Staff select books to generate discussion. For example, in the pre-school room, staff choose a book about starting school. This leads into a discussion about how children feel about starting school in September.

This helps children prepare for the next stage in education.Mark-making skills are developing as children move through the nursery. They use tools while playing with play dough and practise painting and cutting in the toddler room.

Older children's writing and drawings are displayed in the nursery as a celebration of their achievements. This supports children to feel pride in their ability and encourages their early writing skills.Parents report that communication is good.

They appreciate the regular updates they receive on the online app regarding the activities and learning. They comment that staff are approachable and offer guidance for how they can support their children at home.Staff feel they can speak to managers about any concerns they may have and are encouraged to attend training to further develop their practice.

Leaders are aware of areas for further development in the nursery and work closely with staff from the local authority to access guidance and support.Staff plan a range of learning experiences for the children. Some children access activities with excitement.

However, due to ratios not always being maintained throughout the nursery, there are times where staff work with large groups of children, and they are not able to effectively ensure all children receive the right level of support they require. This impacts on the overall quality of teaching and learning children receive and on children's level of engagement.

Safeguarding

The arrangements for safeguarding are effective.

There is an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage, the provider must: Due date ensure that there are sufficient qualified staff and maintain ratios to ensure all children have their needs met at all times.08/07/2024 To further improve the quality of the early years provision, the provider should: strengthen the key-person system to ensure that staff are able to support children's development at all times review the organisation of routines to ensure the youngest children are able to have regular access to outside learning.

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