Yetev Lev D’Satmar Nursery 122 Cazenove Branch

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is inadequate

Children are happy at this setting. They build warm relationships with some staff and listen carefully to what staff communicate to them. However, leaders do not ensure that all staff have a sufficient understanding of how young children learn and develop.

Staff do not have high enough expectations of what children should achieve in the seven areas of learning that make up the early years foundation stage. For example, staff introduce children to limited English words. This does not give children sufficient opportunity to begin to learn and reach a good standard of English language, to prepare them for the next stage of t...heir learning journey.

Staff teach Reception-age children to read single phonemes, such as the sound 'c'. However, they do not yet support them to begin to blend sounds together to read them. This means that the progress that these children make towards reading and writing is not good enough.

Staff support children to develop their understanding of their religious identity through a focus on celebrating Jewish festivals, participating in prayers, and beginning to learn to read Hebrew. For example, children excitedly prepare for the festival of Purim by colouring in masks and making hats. Staff support children to behave well by clearly explaining their expectations of the children and ensuring that children have a good understanding of daily routines.

For example, all children understand the daily routine for home time, and wait patiently in their designated area until the person collecting them arrives. However, staff do not support children well enough to develop positive attitudes to learning. Too often, staff expect all children in a classroom to sit and complete the same prescribed activity.

They do not give children the opportunity to make their own choices about their play and learning in order to develop their curiosity.

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

Leaders have not yet implemented a well-sequenced and well-designed curriculum that meets the needs of all the children who attend the setting. The new manager has some understanding of what children should learn in each of the seven areas of the curriculum.

However, staff do not implement this securely in order to ensure that children build up their knowledge over time.Leaders do not deploy staff effectively enough so that the needs of all children are met. They do not ensure that there is at least one member of staff in each room who is sufficiently experienced and knowledgeable about how young children learn.

In some rooms, no staff members have relevant childcare qualifications. This significantly impacts on the progress that children make. In these rooms, staff do not support children appropriately according to their age and stage of development.

For example, staff often expect three-year-old children to sit for extended periods of time. They talk to the children during this time, without supporting them to learn through play.Staff support children to develop some independence skills.

For example, children confidently put on or remove their coats, or help themselves to scissors and glue. However, staff are often too prescriptive around what children should be doing. The majority of the time, staff ask all the children to do the same activity, irrespective of their individual abilities and next steps.

This does not meet children's individual needs or support them to make independent choices about their own learning.The curriculum for communication and language is ineffective. Where practice is stronger, staff get down to children's level and model language.

For example, some staff made interactive puppet shows for the children, which children responded to enthusiastically. However, too often, staff stand above children and do not engage them well enough to support their communication and language. Staff use limited English to communicate with children and, when they do use English, it is single nouns, such as 'cat', 'dog', or 'square'.

This does not help children to develop their vocabulary or sentence structure, in order to make progress in their communication and language development.Leaders have not yet effectively identified gaps in staff knowledge and understanding of good practice. This means that they cannot yet provide targeted support to help these staff to improve their practice.

This impacts on outcomes for children.Leaders have not implemented an effective key-person system. They have not allocated a key person to each child.

This means that staff do not carry out the important role of the key person, so children's individual learning needs are not carefully considered. Staff do not have an appropriate understanding of the steps that children need to achieve next to continue to make progress in their individual learning journey. This means that they do not plan appropriate learning opportunities to support children to make progress in all areas of the curriculum.

Parents speak positively about the setting and appreciate that their children are always happy to attend. They value receiving regular newsletters and feel that this helps to keep them informed about what their children are learning. However, the lack of a key-person system means that parents do not receive sufficient information about the progress that their children are making in their learning.

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 implement an effective key-person system that meets children's individual needs 17/05/2024 ensure that suitably qualified staff are deployed effectively to meet children's needs at all times 17/05/2024 implement a well-sequenced curriculum in all areas of the early years foundation stage 30/06/2024 identify gaps in staff's understanding and provide targeted support to help these staff to improve their practice.

30/06/2024

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