|Name||Zeeba - Dalston|
|Ofsted Inspection Rating||Good|
|Inspection Date||03 February 2020|
|Address||Unit E6, Labyrinth Tower, Dalston Square, LONDON, E8 3GP|
|Type||Childcare on Non-Domestic Premises, Full day care|
|Catchment Area Information Available||No|
|Last Distance Offered Information Available||No|
What is it like to attend this early years setting?
The provision is good
Children settle well and form secure bonds with staff. They are happy, content and display good levels of confidence. For instance, babies crawl around confidently in the well-organised learning area, splashing water and exploring different toys. In addition, they enjoy listening to rhymes and copying actions. The manager and staff set high expectations for all children. They recognise the importance of supporting children to develop good emotional and independence skills for their next stage of learning. Even the youngest children are encouraged to serve their meals and pour drinks. Children take part in role-play and reading activities to help them understand the feelings and needs of others. This has a positive impact on the way children behave. Children display positive attitudes to learning and have a good understanding of the world. For example, older children maintained high levels of concentration while painting cardboard to make a spaceship. They also talked about the different continents in the world, including which one the United Kingdom is part of. Toddlers maintained good engagement while using different ingredients, such as flour and water, to make play dough. Older children have good conversational skills and use a range of vocabulary. All children, including those in receipt of funding, develop secure foundations for future learning, including starting school.
What does the early years setting do well and what does it need to do better?
nLeaders of the nursery are committed in their pursuit of excellence. They are fully aware of their strengths and of areas to improve to help build on children’s outcomes. They welcome the views of staff, other professionals and parents, and use these to further improve standards in the nursery.nThere are effective arrangements to involve parents in all aspects of their children’s learning. For example, staff use the online assessment system well to keep parents informed about what their children are learning and how they can extend this further at home. This helps to strengthen continuity in children’s care and learning.nStaff support children to learn what is acceptable and what is not. They explain behaviour rules to the children and encourage them to share and take turns. Children value and respect one another and provide resources and activities that reflect the diversity of children’s backgrounds and experiences. This helps children to learn how to behave and prepare them well for life in modern Britain.nThe manager and staff provide a well-designed curriculum to help children acquire skills for life. For example, they take children to the local home for the elderly to do gardening work. They listen to stories and share their experiences with the residents. In addition, staff have introduced cooking activities to help children acquire skills such as focus and attention.nLeaders and staff monitor the development and achievements of all children wellto help identify potential gaps in learning. For example, they have identified that mathematics could be strengthened to help children make even better progress in this area. They now provide extensive opportunities in the learning environment to build children’s understanding of mathematical concepts, such as counting and shapes.nStaff spend time getting to know the children well and build secure attachments. Staff working with the youngest children provide appropriate cuddles and comforters to reassure them when they become unsettled. This contributes positively to children’s emotional well-being.nThe management team has regular discussions with staff about their mental and emotional well-being, including how they manage their workload. They offer necessary advice and reduce staff’s workload, where necessary, to boost their morale and to help them carry out their duties efficiently.nOn occasions, the noise level in the nursery becomes too high and disrupts children’s routines and learning, particularly in the pre-toddler and toddler rooms.nOverall, staff have good training opportunities to develop their skills and knowledge. However, supervision and coaching arrangements are not fully effective in identifying and remedying any weaker elements of practice.
The arrangements for safeguarding are effective.The manager and staff have a suitable understanding of the procedures to follow if they have any concerns about children’s welfare. They know how to prevent and protect children from situations which may put them at risk of harm. They provide information about online safety to the parents to help them understand how they can keep their own children safe online. The manager ensures that there are enough adults working with children. She deploys them well to supervise children’s play and to help keep them safe. The provider follows effective recruitment procedures to ensure the suitability of staff working with children.
What does the setting need to do to improve?
To further improve the quality of the early years provision, the provider should:nreduce noise levels in the nursery to help minimise disruption to children’s routines and learningnenhance supervision arrangements to precisely identify areas where staff need support to help tackle minor weaknesses in their teaching practice.