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 who attend this setting develop a strong sense of religious identity. However, there are multiple breaches of the 'Statutory framework for the early years foundation stage' (EYFS) requirements.

These have a negative impact on children's safety and on the progress they make in their learning and development. Leaders do not ensure that the curriculum is ambitious for every child. Often, staff provide the same learning activities for all children in their group, without considering their individual needs.

For example, all children ride bicycles around the playground or complete the same phonics sheet. Some ...children are unable to participate successfully in these activities, and other children find these activities too easy. Staff do not extend or support individual children's learning effectively.

This does not give children enough opportunities to play and explore independently, or develop their critical thinking skills.Children understand some routines of the setting clearly and follow these well. For example, at the end of the day, they wait patiently for their adult to arrive to take them home.

However, staff do not always demonstrate a suitable understanding of how young children develop and this impacts on children's behaviour. For example, staff expect children to wait for overly long periods of time to go into the building. Due to their age, some children are unable to meet these expectations.

They begin to become bored or restless and display unsafe behaviours, such as climbing on a gate or hitting their peers.

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

Leaders do not ensure that the mobile phone policy is implemented consistently. Staff keep their mobile phones in their pockets while working with the children.

In addition, leaders do not ensure that unvetted individuals, such as contractors onsite, follow the setting's mobile phone policy. This could put children at risk of harm.Leaders have not put an effective key-person system in place since the last inspection.

Staff do not have an accurate understanding of what the next steps in children's learning are. As a result, they do not plan learning opportunities to support children in their individual learning.Leaders do not ensure that staff support children to lead a healthy lifestyle.

Although staff explain to children which foods are healthy choices, leaders do not ensure that meals and snacks children eat are healthy and nutritious. In addition, staff do not teach children about food hygiene effectively as, on some occasions, children eat food which has been dropped on the floor. This does not promote the good health of children.

Since the last inspection, leaders have provided some training to staff on the EYFS seven areas of learning and development. However, they have not yet effectively identified gaps in staff understanding, in order to provide support for these staff to improve their practice. This means that many staff continue to lack the necessary skills to support children in their learning and care.

Leaders do not ensure that the curriculum supports children to develop their knowledge and understanding in the seven areas of the EYFS. They do not have systems in place to successfully identify all children who may need extra support with their learning, early enough. Leaders do not support staff to plan learning opportunities with a clear understanding of what children should learn, to meet their needs.

For example, staff ask all children in a classroom for three-year-old children to colour in a snowman and stick materials on it. Staff are unable to explain what the intent of this activity is. Staff do not carefully consider how to sequence children's learning in each area of the curriculum.

This impacts on the progress that children make in their learning and development.Staff provide plenty opportunities for children to use Yiddish in their learning. This is the home language of many of the children.

However, leaders do not carefully consider how to ensure that all children hear enough English, to support them to reach a good standard in the English language. This does not help to prepare children well for the next stage of their learning, or for their future lives.Leaders, staff and parents work in partnership together.

Parents speak positively about the setting. They appreciate the fact that staff within the setting speak Yiddish and support children to develop their religious identity. Parents send in 'mitzvah notes', to share and celebrate what their children have achieved at home.

Leaders do not ensure that staffing arrangements meet the needs of all children. At times, they do not ensure that ratio requirements are met within each room. On these occasions, staff within the room struggle to meet the individual needs of all children.

In addition, leaders continue not to ensure that there are suitably qualified and experienced staff within each room, to meet the needs of the children. This has a significant impact on the standard of learning and care for the children.Leaders do not make sure that children are effectively supervised at all times.

On occasion, children are not in sight or hearing of a member of staff. This impacts on children's safety and well-being.Leaders and staff do not identify and remove or minimise potential risks to children.

For example, sometimes children walk around as they eat. This poses a choking hazard. Leaders have not put systems in place to ensure that staff maintain an accurate daily record of children's attendance, including times of attendance.

This does not support staff to have accurate knowledge of the number of children on the premises, in case of an emergency.At the time of the inspection, there were building works going on at the premises. However, leaders had not informed Ofsted of the building works.

Failure to notify Ofsted of significant events in a timely manner is a breach of requirements.

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 ensure that the setting's mobile phone policy is implemented consistently, to keep children safe 31/07/2024 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 31/07/2024 ensure that key person arrangements meet children's emotional and developmental needs 31/07/2024 ensure that staffing arrangements meet the needs of the children at all times 31/07/2024 meet children's health needs by ensuring that all meals and snacks provided are healthy, nutritious and hygienic 31/07/2024 improve risk assessment to ensure that all risks to children's safety are identified and actions are taken to remove or minimise risks and hazards 31/07/2024 maintain an accurate daily record of children's attendance, including records of their hours of attendance.31/07/2024 To meet the requirements of the early years foundation stage, the provider must: Due date plan and implement a broad and well-sequenced curriculum, which meets the needs of each individual child, including those who require additional support 18/10/2024 ensure that children have sufficient opportunities to learn and reach a good standard of English.

18/10/2024

Also at this postcode