Triangle Centre

Triangle Centre
Unique reference number (URN): EY350646
Address: London Borough of Haringey, Triangle Children's Centre, 91 St Ann's Road, London, N15 6NU
Type: Childcare on non-domestic premises
Registered with Ofsted: 02/08/2007
Registers: EYR, CCR
Registered person: London Borough of Haringey
Inspection report: 28 April 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.

Urgent improvement
Achievement Urgent improvement
Children's achievement across the setting is not consistent enough to ensure they develop a
secure foundation for their next stage in learning. Some children, including those with
special educational needs and/or disabilities and those who face barriers to learning, do not
achieve well enough from their starting points. This is because staff do not consistently help
them to extend their knowledge and make secure progress.
Children are showing signs of progress in their physical development. This helps them to
develop some independence. For example, toddlers start using the potty independently and
older children have the motor skills and hand–eye coordination needed to pour a drink for
themselves.
Children are not developing the social skills needed in readiness for school, such as
sharing, taking turns and being kind to their friends. They ignore requests staff make of them
and argue with peers. Staff look on, but do not always intervene to help children learn about
positive behaviours. This means that children do not learn the importance of valuing and
respecting the needs of their peers.
Behaviour, attitudes and establishing routines Urgent improvement
Leaders have failed to create a positive environment with clear expectations for behaviour
and routines. They do not provide timely or effective support to help staff address
weaknesses in managing children's behaviour. Staff do not apply strategies consistently to
help children understand boundaries or the consequences of their actions. For example,
when younger children run indoors or babies throw sand to their peers this creates hazards,
and staff do not address these issues effectively. Older children snatch toys and get upset
when their peers spoil games they are taking part in. At other times, staff are occupied with
other tasks and do not notice that children are engaged in risky play, such as climbing on
furniture. This behaviour is unchecked by staff and has a detrimental effect on the learning
environment.
Children's attendance is monitored daily and recorded through an app. Parents are
contacted to identify reasons for late attendance or absences.
Children's welfare and wellbeing Urgent improvement
Children's welfare and emotional wellbeing are not consistently promoted. Leaders do not
ensure that all staff understand and follow safer eating policies and procedures. For
example, despite having access to updated lists, not all staff demonstrate a secure
understanding of children's allergies and special dietary requirements. This increases the
risk of inappropriate food being provided, compromising children's health.
Care practices are inconsistent. Although a key-person system exists, it is not effective and
does not meet children's emotional needs. Staff are often preoccupied with other tasks and

are not deployed effectively to notice when children may need emotional support. For
example, staff do not intervene when children get upset following disagreements with their
peers. Children do not receive responsive support to help them learn how to share or take
turns. Furthermore, children with additional needs are not always supported in ways that
promote their emotional wellbeing and engagement.
Staff do not consistently encourage children to identify and manage their self-care needs.
For example, they do not always ensure that children get a tissue, wipe their nose and wash
their hands afterwards when needed. This does not help children understand and manage
their own personal hygiene. That said, children have some opportunities to develop their
independence skills. For example, they pour water to drink and gain confidence to use the
toilet.
Curriculum and teaching Urgent improvement
Leaders' planning for the curriculum does not focus on priorities for children's learning,
including those with special educational needs and/or disabilities (SEND). Teaching does
not systematically build on what children already know and can do and has too little impact
on children's development. Although children can freely access a wide range of resources,
staff do not consistently explain how to use them. The lack of adult interaction means that
the learning taking place is incidental and not gained from purposeful planning. Staff offer
activities to children but these are not designed to support what children need to learn next
or help them to build sustained attention.
Children with SEND are not supported to participate in group activities and do not have
opportunities that develop their independence and make choices in their learning. Staff do
not adapt their practice to provide children who have barriers to communication with
appropriate alternative methods to express their needs. In addition, staff are unaware of
children's outcomes of assessments related to communication delays and special needs. As
a result, children with SEND are placed at a disadvantage in their learning.
Babies show some interest in stories. However, some babies that do not readily engage in
the activity are left without interaction, leading to periods where they wander aimlessly in the
classroom.
Children have access to a well-equipped outdoor area, where their physical development is
supported. They dig in sand, make bubbles and practise their balance and coordination
skills. However, children who require additional support do not have the same access to
outside play as their friends.
Inclusion Urgent improvement
Leaders do not ensure children with special educational needs and/or disabilities and those
who face barriers to their learning receive the support they need to make progress. Although
emerging concerns about children's development are identified, too little is done to address
this. Some plans are in place to support children, but they are ineffective. Staff have not
received sufficient training to implement the graduated approach effectively or to apply
specific support strategies. For example, although they identify that children would benefit
from Makaton and other language programmes, they cannot implement these strategies as

they do not have the necessary knowledge to do so. As a result, barriers to learning and
wellbeing persist, and children requiring additional support do not receive the help they
deserve and need.
Leaders do not facilitate consistent sharing of information with parents and other
professionals to support children's development and to close gaps in their learning. For
example, staff do not know if external assessments had been completed, and what
strategies have been recommended to support children's communication skills.
Leadership and governance Urgent improvement
Leaders do not have a deep understanding of the quality of the provision and do not
accurately identify priorities for improvement. Leaders fail to identify when children do not
receive the support they need, including those with special educational needs and/or
disabilities (SEND). Furthermore, actions taken to ensure compliance and raise outcomes
for children, since the last inspection, have been insufficient and weaknesses persist.
Staff lack clarity about their roles and responsibilities, particularly in relation to key-person
arrangements and supporting children with SEND. Professional development has not been
effective in equipping staff with the skills needed to deliver high-quality learning experiences
or manage children's behaviour. Leaders do not deploy staff effectively and ensure there are
sufficient staff to prioritise how they meet children's individual needs. This impacts on the
quality of children's experiences and their welfare.
Staff share some information with parents about their children's time at the setting. Parents
are complimentary about the setting and the service received. However, leaders do not
consistently work in partnership with them or other professionals to support children's
development.
Compulsory Childcare Register requirements
This setting has not met the requirements of the compulsory part of the Childcare Register.
How we check if a provider meets the requirements of the Compulsory Childcare
Register
When we check if settings meet the Compulsory Childcare Register requirements, they can
have the following outcomes:
Met
Not met

What it's like to be a child at this setting
The breaches of requirements at this setting have a negative impact on children's learning,
achievements, behaviour and welfare. Although staff have a secure knowledge of
safeguarding procedures, they still lack the skills to meet children's developmental needs.
They do not have a secure understanding of how to implement the curriculum, and they are
not always clear on what they expect children to learn. Even though some staff engage with
children reading stories or during some one-to-one activities, this is not consistent.
Consequently, children are not benefiting from high-quality interactions that help them make
progress in their learning and development. For example, children spend a vast amount of
time flitting between activities, with barely any interaction with staff. Any progress children
make in their learning is largely incidental rather than carefully planned. This is particularly
evident for children with special educational needs and/or disabilities (SEND) as their needs
are not well understood or planned for. Staff do not implement targeted strategies that
support their learning. In addition, children with SEND do not access a full range of learning
opportunities. This has a negative impact on their wellbeing and the progress they make.
Children develop some friendships with their peers. However, children do not learn about
kindness or respect towards each other, or to staff. For example, children push each other
as they squabble over toys. Staff do not consistently challenge poor behaviour or set clear
expectations and boundaries. This does not help children to understand how their behaviour
affects their friends.
Next steps
The provider is not meeting the requirements of the Early years foundation stage and
Childcare Register and Ofsted intends to take enforcement action.
We will issue a Welfare Requirements Notice requiring the provider to have taken the
following actions by the assigned date:
Action Completion Date
ensure staffing arrangements meet the needs of all
children and ensure their safety; ensure that ratios are
maintained and that staff are deployed in a way that
enables them to supervise children effectively
12/05/2026
implement an effective key-person system to identify
and ensure every child's care is tailored to meet their
individual needs
12/05/2026

Inspector:
Damiana Cornacchia
About this setting
Unique reference number (URN): EY350646
Address:
London Borough of Haringey
Triangle Children's Centre
91 St Ann's Road
Action Completion Date
ensure all members of staff are aware of each child's
dietary requirements
12/05/2026
ensure appropriate arrangements are in place to
identify, monitor and support children with special
educational needs and/or disabilities (SEND)
12/05/2026
ensure that complaints are logged and made available
to Ofsted upon request
12/05/2026
To meet the requirements of the Early years foundation stage and Childcare Register the
provider must take the following action by the assigned date:
Action Completion Date
leaders must provide children with a broad curriculum
that builds on what they already know and can do
12/05/2026
About this inspection
The inspector spoke with leaders, staff, parents and children 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.

London
N15 6NU
Type: Childcare on non-domestic premises
Registration date: 02/08/2007
Registered person: London Borough of Haringey
Register(s): EYR, CCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Haringey
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 28 April 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
102
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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