Yetev Lev D’Satmar Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is inadequate

Leaders and staff are unsure of what and how they want children to learn. This means that children do not access well-planned activities and experiences to help them make the progress they are capable of. Staff welcome children into the setting, which helps children to separate from their parents and carers and join their friends.

However, overall, children are not receiving good enough levels of teaching and support in their learning . Leaders do not ensure that staff have the required skills, knowledge and understanding of how to support children's learning and development. This results in weak interactions between staf...f and children.

Staff supervise children rather than engaging them in purposeful learning. Children occupy themselves with activities but there is no clear plan in place for learning. Activities are not based on children's individual interests and needs, therefore, children lose interest quickly and are not motivated to learn.

This impacts on children's behaviour and results in them feeling frustrated and displaying behaviours, such as pushing and snatching. When children do have opportunities to participate in activities they enjoy, such as riding bikes, looking at books and playing with sand, they take opportunities to develop their own play. For example, during one activity children use glue and different coloured pencils.

They enjoy sticking on different shapes and colour this in. Children are happy to show visitors what they have done.

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

Since the last inspection, leaders have taken steps to address actions linked to promoting the safety of the children.

For example, staff have attended training linked to safeguarding and behaviour management, which has supported them to keep children safe at the setting. However, leaders have not sufficiently addressed weaknesses identified around the quality of education. These weaknesses have been raised at previous inspections and this has an impact on children's individual progress.

The curriculum is not ambitious or challenging for all children. Staff carry out observations of the children and have discussions with parents. However, this information is not used effectively to know what children's interests are, what children know and what they can do.

This means that learning is not individualised and relevant for all children. This has an impact on children's learning, development and progress at the setting.Leaders and staff do not have high enough expectations of children.

Children spend long periods of time playing with one activity to occupy themselves. This results in children not being engaged or focused on their learning. Children become frustrated, this leads to unwanted behaviours, such as pushing one another.

However, when seen by staff this behaviour is addressed appropriately.Staff make use of the resources available at the setting. They sit with children and look at books and read stories.

Children take time to colour in activity sheets and build a tower with blocks. However, as these activities are not planned or implemented effectively the learning environment for children can become busy and unorganised, which can impact on children not being able to focus on activities.Staff mainly communicate with children in Yiddish.

Leaders have tried to introduce the use of the English language in the daily routines and through reading stories to children. However, this is not done consistently by all staff and not in a meaningful way that supports children's understanding. This impacts on children's ability to reach a good standard of English.

Staff get to know children through gaining information when they start and having discussions with parents and carers on a regular basis. Children seek comfort from their key person when they need it and gain reassurance. However, key persons do not use the information they have obtained from parents and carers and through their observations as children play, to provide relevant and meaningful learning experiences to their key children.

Leaders do not have effective supervision arrangements in place to support managers and staff to identify and address weaknesses in practice. This was an action raised at the last inspection and has not been sufficiently addressed by leaders. As a result, managers are not able to identify weaknesses in practice and, therefore, support staff to implement the curriculum effectively to ensure children make good progress.

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?

The provision is inadequate and Ofsted intends to take enforcement action.



We will issue a Welfare Requirements Notice requiring the provider to: Due date provide effective supervision and training for all staff, including managers, so that weaknesses in practice are identified and addressed to develop the overall quality of the provision 28/02/2025 ensure that key person arrangements are effective in meeting children's individual needs so that children make good progress.28/02/2025 To meet the requirements of the early years foundation stage, the provider must: Due date ensure the curriculum builds on what children know, can do and what they need to learn next to enable all children to make good progress 31/03/2025 improve interactions between staff and children to ensure they are of a high quality to support children in their individual learning 31/03/2025 provide opportunities for children to learn and reach a good standard of English.31/03/2025 To further improve the quality of the early years provision, the provider should: review the learning environment to support children to focus on chosen activities.