Yetev Lev D’Satmar Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is inadequate

Staff care about the children. They speak to them in warm, calm tones of voice and comfort them if they feel sad. However, many staff do not have the required knowledge and understanding to meet children's care and learning needs.

Too often, staff provide the same activity for all children, without considering each child's individual stage of learning and next steps. For example, staff provide all children with the same play dough or toy doctor's kit activities. They do not provide extra support or challenge for those who need it, to allow all children to make progress.

Leaders do not plan and implement a curricu...lum that prepares children well for the next steps in their learning journey, such as school. For example, staff do not consistently support children to develop their understanding of how to form positive relationships with their peers. This results in occasions where children snatch toys or push each other.

The provider does not ensure that staffing arrangements mean that children are well supervised at all times. In addition, staff's poor understanding of supporting children's behaviour means that children display unsafe behaviours at times. This impacts on children's safety and well-being.

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

Leaders do not accurately identify and address gaps in staff's understanding of how young children learn and develop. For example, too often staff expect children to sit and listen or wait for longer periods of time than is appropriate for their age. On these occasions, children often become restless.

Some staff do not know enough about their key children. They cannot explain their progress or next steps on their individual learning journey accurately enough. For example, staff describe children as 'very good at physical development', or do not know how much English children speak.

Staff do not always consider how to meet their key children's needs. For example, during a dancing activity, some children remain sitting down and choose not to join in. Staff do not consider how to support them to join in or provide an alternative activity for these children.

This does not meet these children's emotional or educational needs.Leaders do not put effective staffing arrangements in place, so that children can be well supervised throughout the day. At the beginning of the day, there are not enough staff present to greet the children and support them to transition safely and happily into the setting.

This impacts on children's emotional well-being and safety.Staff do not support and understand children's behaviour well enough. Staff often use non-descriptive praise, such as 'super' or 'good boy'.

They do not explain clearly enough to children what is expected of them. This does not support children to understand how they should behave so they act in unsafe ways at times, such as climbing on the furniture.Leaders do not ensure that the environment meets children's learning and development needs.

In some rooms, there are limited resources and books available to the children. This does not provide enough stimulation for the children or support them to develop their creativity. Staff do not teach children to care for their environment.

When children spill drinks or put their coat on the floor, staff do not teach them the importance of tidying these away.Staff communicate with the children in Yiddish for the majority of the time. They do not provide enough opportunities for children to hear high-quality English being spoken.

This does not help children to learn and reach a good standard of English.Staff talk to the children as a group about what they are doing and read stories to the children. However, they do not get down to children's level consistently and give individual children enough opportunity to speak.

Staff do not support children to participate in two-way interactions. Too often, staff miss opportunities to support quieter children to practise using language throughout the day.Staff provide a variety of physical activities that children enjoy engaging in.

Children practise their hand-eye coordination and strengthen their fingers as they roll and squeeze play dough or dig in the sand. They move their bodies as they balance along a beam or climb up and slide down a small slide. However, staff do not ensure that opportunities for children to develop their gross motor skills are sufficiently challenging to support them to develop their skills.

Parents value the strong religious identity that children develop here. They have respect for the staff and appreciate their kindness.Staff are able to explain the processes to follow if they have concerns that a child may be at risk of harm.

However, safeguarding is not effective, due to weaknesses in staffing arrangements and poor support for children's behaviour, leading to unsafe behaviours.

Safeguarding

The arrangements for safeguarding are not effective.There is not 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 leaders and managers, so that weaknesses in practice are identified and addressed to develop the overall quality of the provision 01/11/2024 ensure that key person arrangements meet children's emotional and developmental needs 01/11/2024 ensure that staffing arrangements meet the needs of the children, so that they are supervised effectively at all times to keep them safe 01/11/2024 ensure that staff consistently support children to understand how they should behave, to help children display safe and positive behaviours 01/11/2024 ensure that the childcare environment is organised in a way that it meets learning, care and safety needs of children.01/11/2024 To meet the requirements of the early years foundation stage, the provider must: Due date implement an effective curriculum for communication and language 01/11/2024 ensure that children have enough opportunities to learn and reach a good standard of English.

01/11/2024