The Learning Experience, East Finchley

Inclusion: Needs attention

Leaders and managers identify and assess children with special educational needs and/or disabilities (SEND), as well as those who experience barriers to their learning. They work closely with parents and carers and professionals to gather information. However, leaders do not consistently use this information to guide decision-making effectively. For example, staffing arrangements at key times, such as mealtimes and free play, do not support all children. Children with SEND and those facing other barriers to learning are often supported by staff who lack a full understanding of their individual needs and who are not fully familiar with routines. As a result, children's welfare and their sense of inclusion are not fully supported.

Leaders and managers have started to take appropriate action to strengthen the setting's procedures for supporting all groups of children. They recognise that staffing arrangements must be addressed to minimise barriers to children's learning and wellbeing. Leaders' early action reflects this understanding. However, this work remains at an early stage. Staff do not yet demonstrate the required levels of knowledge or expertise. As a result, children who require additional support and sensitive interaction do not consistently receive it. Some staff are unable to provide clear information about individual children's development or identify the focused activities needed to help them make progress.

Curriculum and teaching: Needs attention

Leaders and managers recognise the need for a meaningful curriculum that begins with the individual learning needs of each child. However, despite this, children spend a significant amount of time engaged in unstructured free play in each room. Some staff provide access to play equipment that interests children and supports their learning. For example, staff encourage children to think about the vegetables and fruits in the role-play shop. Children count the vegetables and think about the texture of the broccoli and lemons. Leaders and managers have started to take appropriate action to address gaps in the curriculum and teaching. However, the expected improvements identified and in progress are not consistent at this stage. Some staff lack the expertise to draw children into purposeful play or sustain their involvement. As a result, children do not receive consistent support to develop enthusiasm to learn or build an active curiosity.

Staff do not receive consistent or effective support to deliver high-quality teaching. Permanent staff are unable to maintain a secure focus on each child's learning because they spend time supervising temporary staff who require additional guidance. Consequently, children's learning and development are not consistently prioritised or supported. Some staff do not have a secure understanding of children's learning needs. This includes children's next steps or planned activities intended to help them progress.

Achievement: Needs attention

Children's progress across all areas of learning is not consistent. Very young children do not experience enough high-quality back-and-forth interactions or an environment rich in language. As a result, their language and communication development is not consistently supported. Children benefit from some staff engaging in warm and enthusiastic chatter, using eye contact and genuine interest. However, the quality of interactions with very young children is inconsistent.

Older children demonstrate imaginative thinking skills that help promote early literacy and mathematical skills. For example, they delight in taking turns moving their fabric vehicles across the large floor mat. Children identify the colours and numbers of the vehicles. They enthusiastically use language, count and sequence numbers with confidence.

Children do not consistently have rich opportunities to extend their learning and development. They do not benefit from purposeful questions or support to move on to their next steps for learning. Consequently, children sometimes lose interest quickly when activities lack purpose or no long stimulate their curiosity.

Behaviour, attitudes and establishing routines: Needs attention

Staff do not consistently promote a positive attitude to learning. On occasion, staff lack motivation to enthusiastically encourage children to take an active part in activities. Children who are reluctant to join in do not receive sufficient encouragement or support. This does not create an enabling learning environment where children feel confident to contribute and understand the expectations for their behaviour.

Staff implement routines and behaviour strategies to provide children with emotional support. This helps children to develop secure attachments and increase their confidence. Children build warm relationships with their peers. Some staff encourage children to think about one another's needs effectively. For example, they support children to consider whether everyone has enough space on the carpet at story time or at the snack table. This helps children to develop social awareness and empathy. Leaders and managers understand the importance of children's attendance. They recognise how this contributes to children's safety, learning and development.

Children's welfare and wellbeing: Needs attention

Leaders and managers do not consistently ensure that children with special educational needs and/or disabilities, as well as those who face other barriers to their learning, receive effective support. Staff do not consistently provide additional processing time for children who require it. They do not adapt activities to ensure that all children can participate fully and benefit from positive learning experiences.

Leaders and managers demonstrate a secure understanding of the importance of working in partnership with parents and carers to support children's experience at nursery. However, staff do not consistently use the information they gather from parents to inform practice or to support children's welfare when required.

Leaders and managers recognise the need to strengthen some policies and procedures. They have taken steps to address identified weaknesses. For example, monitoring systems during mealtimes and snack times have been improved to ensure children's safety and wellbeing. Children's personal care routines, including toileting and washing hands, are managed appropriately. This supports children to develop the personal independence skills they need in preparation for their eventual transition to school.

Staff promote children's understanding of emotions by sharing relevant storybooks and engaging them in discussions about their behaviour. Consequently, children develop an age-appropriate awareness of their feelings.

Leadership and governance: Needs attention

There have been significant changes to the leadership and staffing arrangements of the setting since the last inspection. The new leaders and managers demonstrate a focused commitment to providing high-quality education and care. However, the changes are yet to have a consistent impact across the setting. Leaders acknowledge that there are still areas that need improvement.

Leaders and managers recognise that recruitment remains a challenge. They work with the local authority, make action plans and have started to embed a new curriculum. Staff have regular supervision meetings with their managers, and they attend a range of training. However, this support is not yet closely linked to the staff's individual understanding of the curriculum or their teaching skills. As a result, staff are not fully aware of what they need to do to improve their personal effectiveness. This negatively impacts the overall quality of education.

Leaders and managers have prioritised staff's wellbeing. Staff report that they feel well supported by leaders and enjoy working at the setting. Leaders engage positively with parents and carers and other professionals, helping children to settle confidently into the nursery. Parents express satisfaction with the care their children receive and with the management of the setting.