Eagle Nursery Roundway

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is inadequate

Leaders have not effectively monitored all staff's safeguarding knowledge to ensure that they can identify potential signs of abuse and understand the appropriate reporting arrangements. Some staff that hold paediatric first-aid certificates do not know how to apply this training in practice.

Staff sometimes leave children unattended for short periods of time. These breaches of requirements have an impact on the safety and well-being of children.Leaders share the core values of the setting but have failed to design a curriculum which ensures that children make progress over time.

Staff do not demonstrate a good u...nderstanding of the curriculum intent or how young children learn. They often put children of mixed ages together, but activities are not differentiated to meet the different needs of children and their stages of development. Staff do not provide engaging activities that reflect the interests of children.

As such, children stand around looking bored and staff fail to engage them back into purposeful play. Leaders and staff demonstrate a poor understanding of how to manage children's behaviour. They use inappropriate language to reprimand children.

Leaders physically ensure that children cannot leave the chair they have been placed on for 'thinking time'. This leads to children getting distressed. Staff firmly say 'stop that' or 'no thank you' but fail to explain what children are doing wrong.

As such, children do not learn to respect boundaries and there are frequent incidents of children not showing respect to each other.

What does the early years setting do well and what does it need to do better?

Since the last inspection, the manager has organised safeguarding training and has discussed safeguarding issues with staff. However, she is unaware that some staff still have significant gaps in their safeguarding knowledge.

In addition, some staff who have completed paediatric first-aid training fail to apply this training in practice. For example, staff do not administer the required first aid when children sustain head injuries, and accidents are not recorded. These breaches do not assure the safety of children.

Staff do not effectively communicate with each other and this impacts on the supervision of children. For example, staff leave a room and do not realise they have left children unattended with scissors. Staff in the baby room have their backs to children learning to self-feed while they complete routine tasks.

This compromises children's safety.Staff do not work together to deliver consistent routines and behaviour expectations. As such, children do not know what is expected of them and this results in some negative behaviours.

Staff often choose to ignore these behaviours or fail to discuss the rules and explain the consequences of children's actions. As such, children do not make progress with their behaviour and are not suitably prepared for their next stage of learning.Relationships between staff and children are not secure and lack warmth.

Staff often stand and observe children, or complete routine tasks, but do not engage with children in any meaningful way. As such, when staff give instructions or attempt to lead an activity, children often ignore them or walk away. However, there are moments of stronger interactions.

For example, staff encourage children to join them on a bug hunt in the garden and are enthusiastic when they find one.Some staff are not strong models of spoken English and there is limited modelling of new language. For example, at lunchtime, staff comment that food is 'yummy' but do not model or promote conversation beyond this.

Staff fail to engage children during carpet time, or to interest them in a shared story. As such, children do not make the progress that they are capable of in their language development.Staff work with parents to support children with special educational needs and/or disabilities.

However, most staff are not aware of children's individual targets, which compromises the progress children make. Leaders share that they have introduced picture cards to support children with speech and language difficulties to communicate their needs. However, this is not remotely embedded yet, despite leaders sharing that there is a real need for this.

Parent partnerships are a strength. The manager offers 'lunch and learn' sessions to share her knowledge with families during their lunch hour, via online platforms. Parents comment that their children are happy at this nursery and they feel that the communication from the manager and staff is helpful.

Leaders have made some attempts to improve. They have met some of the actions set at previous inspections, such as improving risk assessments. Leaders and staff are receiving weekly support and training from external professionals to improve their practice.

However, this has been largely ineffective thus far, as leaders show an inability to implement and embed the training, or to sustain improvements over time.

Safeguarding

The arrangements for safeguarding are not effective.There is not an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

The provision is inadequate and Ofsted intends to take enforcement action.

We will issue a Welfare Requirements Notice requiring the provider to: Due date ensure that all staff understand local safeguarding procedures and have an up-to-date knowledge of how to recognise children who may be at risk of, or suffering from, harm 18/03/2024 improve staff's understanding and practice in how to manage children's behaviour in an appropriate way 18/03/2024 take prompt action to ensure that all staff understand and implement the policy for managing and recording accidents and injuries to children 18/03/2024 improve staff supervision arrangements to ensure that staff receive the coaching, support and training they need to improve their personal effectiveness and promote the interests of children 18/03/2024 ensure that staff are deployed effectively so that children are appropriately supervised at all times to prioritise their safety and well-being.18/03/2024 To meet the requirements of the early years foundation stage, the provider must: Due date develop staff engagement so that children experience high-quality interactions to support their early language and communication skills 26/03/2024 implement and embed strategies so that children with language delays are able to communicate their needs 23/08/2024 ensure that rules and routines are embedded so that children understand what is expected of them.

23/08/2024