Early Start Shrewsbury Road

Early Start Shrewsbury Road
Unique reference number (URN): EY543066
Address: Early Start Plashet, 2 Shrewsbury Road, LONDON, E7 8AL
Type: Childcare on non-domestic premises
Registered with Ofsted: 06/02/2017
Registers: EYR, CCR
Registered person: Early Start Education Limited
Inspection report: 6 May 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 acquire the skills needed for their future learning. They are independent and show
a sense of belonging. For example, they confidently follow routines and initiate their play,
engaging in activities of their choice. Children make steady progress, including children who
may face barriers to learning. They demonstrate their language and communication skills
during play. Babies enjoy joining in at singing times and sharing books with staff. Older
children are good communicators. They interact with their peers and are eager to share their
thoughts and ideas with both visitors and familiar adults effectively.
Children develop their physical skills and strength. Babies build their coordination in
preparation for taking their first steps. They are gently encouraged to stand and cruise.
Older children confidently jump in hoops and create their own obstacle course. In addition,
they strengthen their small muscles using spades and clipping pegs.
Behaviour, attitudes and establishing routines Expected standard
Staff are positive role models and set clear boundaries for the children. As a result, children
understand what is expected from them. They make choices in their play and help with
tidying up resources before their next activity. Staff support routines and transitions well. For
example, during the transition to mealtimes, they help babies to settle by singing together.
This promotes patience and helps children to learn how to manage their behaviour from a
young age. Occasionally, staff deployment during free play is less consistent. This leads to
some variation in the support children receive at these times.
Children show positive behaviour. They are kind and polite with adults and their peers. For
example, they offer each other tissues when they notice they are needed. Older children
play collaboratively and develop imaginative games. They share resources to ensure that
everyone is included in the game. For example, they pass each other pans and utensils in
the mud kitchen to prepare 'soups' and suggest to each other how they could make pies
instead. Children learn to be considerate and to value diversity. Staff have discussions with
them about traditional stereotypes, such as boys being better at certain jobs than girls. They
help children to think about this and challenge these stereotypes.
Leaders encourage regular attendance and follow up unexplained absences. This helps to
promote children's good habits for the future and ensures that their safety is prioritised.
Children's welfare and wellbeing Expected standard
Staff are welcoming and provide care that is tailored to each child. They build secure
attachments with babies and sensitively respond to their cues and needs. For example, they
quickly understand if a baby is tired or needs a cuddle. As a result, children feel safe and
secure. Staff ensure that babies' home routines are met and implement safe sleeping
routines. Children have access to a safe and comfortable sleeping area to rest, and they are
checked regularly when sleeping. Older children learn about hygiene practices and how to

manage their personal care. They access independently a 'nose wiping station' and put the
tissues in the bin.
Children enjoy healthy meals and competently use appropriate cutlery from a young age.
However, opportunities to extend children's understanding of healthy eating are not
developed further to deepen their learning. Children are supported to explore their feelings
through stories and activities. Staff encourage them to regulate their emotions and resolve
minor conflicts. Children respond positively to the guidance received and learn to cooperate
with others.
Children learn how to keep safe. For example, staff teach older children how to hold knives
when cutting different types of fruit and vegetables. Staff discuss specific jobs with children,
such as firefighter and police officer, which helps them understand the role of people who
help us and learn about staying safe in the wider community.
Curriculum and teaching Expected standard
Children have access to a broad curriculum that promotes different aspect of their learning
and that is based on their interests and needs. Furthermore, learning is sequenced and
adapted. For example, staff offer babies sensory activities. They explore corn flour mixed
with water and are encouraged to notice if it is hot or cold. For babies that are not ready yet
to explore this texture, staff adapt the learning experience. For example, they place the
cornflour beneath cling film on a table. This allows babies to observe, press and explore the
material without direct contact. Throughout these activities, staff use descriptive language
and introduce words such as 'drip', 'scoop' and 'pour'. Older children confidently share their
thoughts and engage well in the group activities on offer. For example, they enjoy making
pizza during a cooking class, sharing their likes and dislikes and commenting on the
different ways mushrooms can be cooked.
Staff generally use interactions well to support children's learning. In adult-led and one-to-
one sessions, they model language clearly and use questioning to extend children's
learning. However, this quality of interaction is not always consistent during children's free
play, especially when playing outdoors. As a result, at times, staff miss opportunities to
extend children's learning further. Children use numbers and some mathematical language
in their play. For example, they compare the number of cupcake holes on a tray with their
age. However, staff do not always consistently plan adult-led activities that focus on using
numbers and develop children's knowledge of mathematical concepts further, such
measuring and ordering.
Inclusion Expected standard
Staff recognise when children might experience barriers to learning. They observe children
and develop plans for support. Leaders and staff liaise with parents and professionals to
ensure that children's next steps are understood and supported. Staff use sign language to
foster children's communication and ensure that they can express themselves, including
children who speak English as an additional language. Staff share a 'Makaton sign of the
month' in the newsletter, which promotes continuity of care. Leaders implemented a lending
library and a range of 'home packs' that include toys and resources to support children's
learning. These are colour coded to ensure that they are appropriately matched to each

child's individual needs. This further supports families to extend their children's learning at
home.
Leaders further promote inclusion, offering enriching activities. For example, they introduced
a music programme, where children build their confidence while exploring rhythm and
movement. In addition, they offer multi-sports and cooking classes to provide accessible
opportunities for all children to participate, regardless of their abilities or previous
experiences.
Leadership and governance Expected standard
There have been significant changes to the senior management team recently. The
committed and knowledgeable leaders have made swift and secure improvements since last
inspection. They are reflective and dedicated to providing children with high-quality learning
experiences. Leaders know how to use funding and make decisions in the best interest of
the children. For example, they organise extra sports sessions to broaden children's
experience and have purchased tricycles to encourage them to be physically active. Parents
value these changes. For example, they praise the enhanced communication with their
children's key person and the organisation of coffee mornings that help them to be more
involved in their children's life at the setting.
Leaders foster a supportive environment and recognise staff's effort. For example, they have
implemented an 'employee of the month' to celebrate staff's achievements. Staff report that
they feel happy and well supported in their roles. They have access to relevant training that
contributes to their professional development and has a positive impact on children's
outcomes. Leaders have an effective oversight of staff's practice. However, at times, staff
are not deployed to ensure that children's learning is consistently extended during free-play
activities.
Compulsory Childcare Register requirements
This setting has 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
Children arrive happy at the setting, and are greeted by the welcoming staff. They
demonstrate a sense of belonging and engage well with one another, staff and visitors.
Babies benefit from calm and gentle interactions and explore their environment with
curiosity. Older children quickly engage in their play. The warm bond with staff and clear
routines help children feel confident and ready to learn.
Staff know children's needs well and carefully adapt activities, so all children can participate.
The curriculum focuses on children's interests and needs. As a result, children enjoy
learning and are engaged in their play. For example, staff thoughtfully adapt areas such as
the building corner to represent situations they experienced at home, including places they
visited on holidays or their local community. This setup encourages children to share their
own experiences and sparks conversation. Children feel valued and make connections
between their home lives and learning within the setting.
Children understand the clear behavioural expectations. Staff model how to share and take
turns. They encourage children to regulate their behaviour and emotions using consistent
strategies. For example, they teach them a mindful breathing through technique such as
'smell the flower'. As a result, children behave well and play cooperatively. Children take
initiatives in their learning and enjoy carrying out small responsibilities, such as getting more
water to keep 'painting' on the fence. Staff praise children's efforts and achievements, which
promotes their self-esteem.
Children learn about sustainability and the importance of taking care of the planet. They are
encouraged to use recycling bins and to repurpose natural materials in their craft activities.
In addition, the setting is part of an eco-programme that contributes to raise the children's
early awareness about environmental issues.
Children enjoy daily access to the setting's garden. They explore changes in sand when
adding water to it and enjoy planting activities and energetic play. Overall, children are
settled and supported to develop the skills needed for their next step in learning, including
confidence and independence.
Next steps
Leaders should support staff to consistently extend children's learning during free play.
Leaders should ensure that all members of staff consistently support children's
mathematical skills through explicit teaching.

Inspector:
Damiana Cornacchia
About this setting
Unique reference number (URN): EY543066
Address:
Early Start Plashet
2 Shrewsbury Road
LONDON
E7 8AL
Type: Childcare on non-domestic premises
Registration date: 06/02/2017
Registered person: Early Start Education Limited
Register(s): EYR, CCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Newham
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
Leaders should extend staff's interactions to develop children's understanding of healthy
eating.
About this inspection
The inspector spoke with leaders, practitioners, the special educational needs coordinator,
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.

This data is from 6 May 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
63
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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