The leadership team has ‘started to reflect’ on the weaknesses
Inconsistent support at a North London nursery means some children “are not fully prepared for their next stage of learning”, according to the education watchdog. Staff were said to form “positive relationships” with the children but a lack of activities to support development means the kids “lose interest and move on to something else”.
An Ofsted inspection of St Michael’s Nursery in Harlesden, Brent, earlier this year (May 22) found five areas that “need attention” and highlighted a number of actions the leadership team needs to take in order to deliver improvements.
Whilst the nursery received praise for providing a “warm and welcoming environment” where children feel included, valued and well cared for, inspectors also raised concerns about a lack of consistency regarding hygiene practices, staff’s limited knowledge of learning intentions and ineffective organisation of routines.
The report, published earlier this month, pointed to issues with the nursery’s curriculum and teaching, pupils’ achievement, and welfare. Although the nursery – open to children between the ages of one and four – has developed a curriculum, inspectors found that some of the activities “lack a clear learning purpose”.
The report adds: “Staff do not plan how activities should support children’s development, and they do not hold children’s attention. As a result, children engage only briefly before losing interest and moving on to find something else to do.
“[…] some children do not consistently build on what they already know and can do. At times, they have fewer opportunities to practise skills independently or extend their learning further. As a result, not all children make the progress they are capable of and some are not fully prepared for their next stage of learning.”
Staff support children to understand some rules and routines, such as lining up to wash their hands after lunch, however these “are not consistently managed well enough” meaning they have to wait for “considerable lengths of time” both during lunchtime and at the end of the day “without purposeful activity or engagement from staff”, according to the report.
Expectations set by staff were also said to not be applied consistently, with some opting to “raise their voices excessively” rather than use more effective strategies to support children’s behaviour. Staff were also said to demonstrate a “limited knowledge of learning intentions” and how they directly support children’s development.
The report adds: “Therefore, children’s learning is happening more by chance. Staff do not purposefully use their assessments of children to plan for and build upon what children already know and can do.”
Inspectors said that the leadership team recognise that there are areas requiring improvement and have “started to reflect on these weaknesses and have taken initial steps to address them”. Leaders and staff take action “to help reduce any barriers to children’s learning” and have attended training sessions to intervene with children who may be struggling with speech and language.
Staff form “positive relationships” with children, whilst their safety and welfare are given “a high priority”. The report adds: “Leaders prioritise children with special educational needs and/or disabilities, those known to children’s social care and those who face barriers to learning and/or wellbeing.”
Ofsted has identified a number of actions the nursery needs to take in order to enhance outcomes, including; improving and embedding an education programme that consistently engages; improving the quality of teaching and staff interactions; improving the physical environment to ensure that it is well organised and accessible; and strengthening hygiene practices to help children understand the importance of positive hygiene.
St Michael’s Nursery was approached for comment but did not respond ahead of publication.
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