Gan Yeladim

Gan Yeladim
Unique reference number (URN): 2722608
Address: 37a Broadhurst Gardens, LONDON, NW6 3QT
Type: Childcare on non-domestic premises
Registered with Ofsted: 27/07/2023
Registers: EYR
Registered person: Gan Yeladim Limited
Inspection report: 16 June 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
Safeguarding standards met
The safeguarding standards are met. This means that leaders and/or those responsible for
governance and oversight fulfil their specific responsibilities and have established an open
culture in which safeguarding is everyone's responsibility and concerns are actively
identified, acted upon and managed. As a result, children are made safer and feel safe.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
Met: The setting has an open and positive culture of safeguarding.
Not met: The setting has not created an open and positive culture of safeguarding. Not all
legal requirements are met.

Expected standard
Achievement Expected standard
Children make progress from their starting points across the curriculum. They develop
confidence, communication and physical skills through a range of activities and experiences.
However, group activities are not always organised as effectively as they could be, which
can limit opportunities for some children to benefit fully from interactions and learning.
Babies build early communication skills through songs, sounds and sensory play. They also
enjoy using soft play to climb and roll, supporting their physical development. Older children
develop their language skills, listen to stories and share their ideas and thoughts. Children
who speak English as an additional language are supported through simpler language,
using flash cards and repetition.
Children develop independence and self-care skills needed for their next stage of learning.
They wash their hands, serve their own food, make choices through play and use the toilet
independently where appropriate. Older children develop confidence in group situations.
They follow routines and are developing the self-care and social skills needed for readiness
for school. Parents report positive improvements in their children's confidence,
communication and engagement in different learning experiences.
Behaviour, attitudes and establishing routines Expected standard
Children behave well at this setting and are supported to understand the routines and
expectations. Staff provide gentle reminders to support positive behaviour. Children are
encouraged to use 'kind hands', take turns, show respect and think about the feelings of
others. Staff use different approaches to support individual children, when needed, to
manage their emotions. For example, staff use counting and breathing techniques. They
provide one-to-one support and opportunities for children to have space to help them
regulate their behaviour and emotions.
Children form positive relationships with staff and their peers. They feel confident in
approaching adults for support and reassurance. Children play well together, share
resources and take turns. Daily routines help children understand what is expected of them
and support them to move between activities throughout the day. Children are encouraged
to make choices during free play and adult-led activities. However, there are times when
some group activities could be better organised to support children's engagement and
learning. Leaders and staff promote regular attendance and follow up on unexplained
absences to help ensure children's safety. This ensures children fully benefit from the
learning opportunities provided.
Children's welfare and wellbeing Expected standard
Children develop positive relationships with staff who know them well and respond to their
individual needs. Staff provide comfort and reassurance when needed and support children
to join activities at their own pace. Children appear settled, calm and generally happy at the
setting. Staff typically support children to understand and manage different emotions through

stories, conversations and approaches. Children are encouraged to take turns, use 'kind
hands' and think about how others might feel. Staff work with parents and carers to support
children's emotional wellbeing and individual needs. Children's independence is promoted at
the setting through everyday routines. Older children are encouraged to use the toilet
independently, wash their hands and serve themselves food during mealtimes. Children are
also given opportunities to make choices during their play and learning. Staff provide
support and reassurance when needed.
Leaders and staff keep children safe and promote their health and wellbeing effectively. Staff
follow hygiene procedures, such as wearing gloves and aprons. They wipe down surfaces
during self-care procedures and mealtimes. Staff have clear steps in place for managing
children's allergies and individual health needs. Allergies are listed in all rooms so that staff
across all rooms know children's allergies, symptoms and how to respond. Babies' individual
sleep routines are mirrored to their routines at home as much as possible. Sleep routines
are supported and staff demonstrate a secure understanding of safer sleep practices.
Children enjoy daily opportunities in the outdoor play areas where they can climb, jump and
move their bodies. Staff generally promote healthy habits through conversations about
hydration and hygiene. For example, staff remind children that they need to wash their
hands to get rid of germs and to drink water to stay hydrated.
Curriculum and teaching Expected standard
Leaders have designed a curriculum that takes into account children's interests,
developmental stages and individual needs. Staff use observations, assessments and
discussions with parents and carers to determine what children know and can do and their
next steps in learning. Staff adapt activities to meet children's individual needs, for example,
through using visual resources such as flash cards, repetition and small-group activities.
Babies enjoy sensory experiences through activities such as sand, hay with farm animals
and treasure baskets. Staff support early language by talking to babies throughout activities
and encouraging them to use words and sounds. Staff also support babies' physical
development by encouraging them to take their first steps. They do this through holding their
hands, placing resources slightly out of reach, and providing soft-play equipment for
climbing, rolling and developing coordination.
Older children enjoy a range of experiences, such as stories, creative group activities and
outdoor play to support their physical development. Staff support communication and
curiosity by asking questions and encouraging children to share their thoughts and ideas.
Children also enjoy colour mixing, painting and making play dough. Staff introduce
mathematical language and concepts, such as 'heavier' and 'lighter', and use scales to
weigh ingredients such as plain flour and cornflour. Children also enjoy exploring what
happens when they mix colours and creating different marks with brushes. However,
opportunities to further extend older children's communication and language development
during adult-led activities are not always fully maximised. This means that some children do
not consistently benefit from more extended vocabulary and discussions that could further
develop their language and thinking skills.

Inclusion Expected standard
This setting generally promotes an inclusive learning environment that supports children's
individual needs. Information gathered from parents and carers, observations and
assessments supports staff in identifying children's needs, interests, strengths and any
areas that may require further support. Staff know their key children well and adapt their
practice to meet individual needs. For example, staff typically use visual resources,
repetition and small-group activities to support children's communication and language
development and to help build their confidence.
Leaders and staff work with parents to help reduce barriers to children's learning and
development. Parents receive regular feedback, attend parents' meetings and discuss
strategies with staff to support children's progress. Parents generally report positive
improvements in their children's learning and development. Leaders seek advice from
external professionals when needed, including the local authority, to further support
outcomes for children.
Additional funding is used purposefully to support children's learning and development. For
example, leaders use funding to provide resources, such as sensory materials, play dough,
texture trays and books. It is also used for staff training to support communication and
language, engagement and participation in learning experiences.
Leadership and governance Expected standard
Leaders have a clear understanding of the setting's strengths and areas for improvement.
Since their previous inspection, they have taken steps to improve procedures for attendance
records, curriculum planning, children's independence and staff supervision. Leaders are
reflective and regularly review practice through feedback from parents and carers. Staff
meetings and room observations help to identify ways to further improve outcomes for
children. Leaders work closely with the local authority early years adviser and other
professionals to seek guidance to support ongoing improvements.
Staff feel supported by leaders and have access to regular supervision and opportunities to
strengthen their professional development. Training is based on staff development needs
and any areas identified through supervision. Recent training has included continuous
provision, working with babies and storytelling. Leaders and staff have built close
relationships with parents. Staff provide daily feedback, photos and updates shared
electronically, alongside parents' meetings, which parents appreciate. Parents speak highly
of the setting and the care their children receive. They feel that staff meet their children's
individual needs well.

What it's like to be a child at this setting
Children experience a calm and welcoming environment where staff know them well and
support their individual needs. They are welcomed warmly and settle into familiar routines,
including circle time when they sing songs. Staff use children's names and encourage
participation. They develop positive relationships with children and respond well to their
emotional needs. For example, children who initially need reassurance are given time and
support before being encouraged to join group activities. Children feel safe because staff
are consistent, responsive, and provide reassurance when needed. Children enjoy
experiences that reflect the traditions of the setting, including Tefillah and Tzedakah, during
group time. Staff listen to children's interests and recognise their individual personalities,
helping them engage in their learning and build their confidence.
Children enjoy a range of different learning experiences. Babies explore sensory resources,
natural materials and treasure baskets, while older children take part in stories and creative
activities. For example, children explore colour mixing and painting at an easel. Staff use the
painting activity to talk about colours and the changes that occur when colours are mixed.
During story sessions, staff use questions and discussion to encourage children to share
their thoughts and ideas. Children enjoy outdoor play experiences where they develop their
physical skills through balancing, climbing on planks and using ride-on cars to build their
confidence. Leaders encourage regular attendance and follow up absences to help ensure
that children access learning opportunities consistently.
Next steps
Leaders should organise group activities more effectively to ensure that children
consistently benefit from high-quality interactions and learning opportunities.
Leaders should support staff to extend children's communication and language more
consistently during adult- led activities to further develop their vocabulary and thinking.
About this inspection
The inspector spoke with leaders, practitioners, the special educational needs coordinator,
children and parents during the inspection.
We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the
quality and standards of provision that is registered on the Early Years Register. The
registered person must ensure that this provision complies with the statutory framework for
children's learning, development and care, known as the early years foundation stage.

Inspector:
Emma Toprak
About this setting
Unique reference number (URN): 2722608
Address:
37a Broadhurst Gardens
LONDON
NW6 3QT
Type: Childcare on non-domestic premises
Registration date: 27/07/2023
Registered person: Gan Yeladim Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 18:00,Friday : 08:00 -
14:00
Local authority: Camden
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 16 June 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
74

Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
Expected standard
The setting is fulfilling the expected standard of education and/or care. This means they are
following the standard set out in statutory and non ‑ statutory legislation and the professional
standards expected of them.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement
The setting needs to make urgent improvements to provide the expected standard of
education and/or care.
The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
services providing education and skills for children and learners of all ages, and inspects
and regulates services that care for children and young people.
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