Early Learning Years Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is inadequate

Children's safety is compromised within the nursery environment. Leaders have not effectively monitored staff's understanding and knowledge of safeguarding to ensure that all staff recognise potential signs of abuse or a child at risk of harm, and know how and who to refer concerns to.

This includes procedures that staff must follow if they are concerned about a colleague.Overall, children are not receiving good enough levels of teaching and support in their learning. Although the manager discusses what and how she wants children to learn, this is not implemented effectively by staff.

The curriculum is not ambiti...ous or challenging for all children. Interactions between staff and children are not at a good level. Staff tend to supervise children rather than engage in purposeful learning.

This means that all children are not making the best possible or good progress and are not engaged in their learning all the time.Children are greeted by friendly staff, and this mostly helps children to settle and explore the activities on offer. Children play in the outdoor area and have opportunities to develop their physical skills.

Older children enjoy listening to stories and singing songs. However, staff do not provide consistent messages about what they expect from children and how they want children to behave. This leads to children not knowing what is expected of them and to unwanted behaviours such as pushing and snatching.

Children can feel frustrated and upset and, overall, children do not behave well.Staff interact warmly with children during care routines and transitions such as nappy changes and washing hands. During sleep and rest times, staff gently pat children to reassure them.

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

Leaders have not ensured that risk assessments for young children are effective. Young babies play with resources not deemed safe for their age range. This compromises children's safety.

Staff carry out observations of the children and have discussions with parents. However, not all staff use this information and know what children's interests are and what they know and can do. This means that learning is not individualised and relevant for all children.

Leaders have not ensured that the curriculum is ambitious, challenging and sequenced for all children. This impacts on children's overall development and progress to next stages of learning. Also, children are not engaged and sustained in their learning all the time.

Children speak a variety of languages at home and use these at the nursery. However, leaders have not ensured that strategies to support these children are delivered successfully all the time. This means that children who speak English as an additional language (EAL) do not make as much progress as they could.

Leaders work with partners and agencies to support children with special educational needs and/or disabilities (SEND). Key persons are aware of what children's needs are and implement strategies to support them. However, this is not consistent with all staff working with children and therefore not implemented effectively.

This means that levels of teaching for children with SEND are not consistently good and they do not make as much progress as they could.Staff do not have high enough expectations of children's behaviour. Staff do not implement shared strategies to manage poor behaviour.

Some staff address unwanted behaviours such as pushing, snatching and not sharing resources, others do not. This often leads to children feeling confused about what is expected of them.Children enjoy the healthy meals and snacks.

This helps children to make healthy choices. However, leaders have not ensured that staff involved in food preparation have completed required training in food hygiene to ensure that they can implement current food guidance safely, particularly on food portion sizes which could pose a choking hazard to young children.Parents describe staff as caring, friendly and approachable.

They like the daily feedback from staff about what their children have done and their routines. However, not all parents are aware of what their children are learning at nursery and their next steps to continue learning at home.Leaders do not have effective supervision arrangements in place to support staff to identify and address weaknesses in practice.

This is particularly evident for new members of staff who do not fully understand their roles and responsibilities. This means that staff working with children do not have the necessary skills and understanding to ensure that children's safety is assured and they receive good levels of learning.

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?

To meet the requirements of the early years foundation stage and Childcare Register the provider must: Due date ensure that all staff are able to recognise the signs and symptoms of a child at risk of abuse and how to refer this 27/03/2024 ensure that all staff have suitable knowledge and understanding of what to do if they are concerned about a member of staff or an allegation and who to refer to 27/03/2024 improve induction for new staff members to ensure that they understand their roles and responsibilities, in particular with regard to safeguarding children 10/04/2024 improve supervision and mentoring of staff to ensure that they identify and address weaknesses in teaching 10/04/2024 ensure that all staff involved in food preparation have had training in food hygiene 27/03/2024 support staff to manage children's behaviour consistently and in a positive way 27/03/2024 ensure that staff working with children with SEND are aware of strategies to support them and implement these 27/03/2024 ensure that risk assessments are carried out on resources to ensure that they are safe and suitable for the ages and development of the children using them 27/03/2024 implement a curriculum that builds on children's interests, what they know and what they can do 24/04/2024 implement a curriculum that is ambitious, sequenced and challenging for all children to ensure good or better outcomes for children 24/04/2024 improve interactions between children and staff to ensure that children remain focused 24/04/2024 develop and implement strategies to work with and support children who speak EAL to make good progress in communication and language development.27/03/2024 To further improve the quality of the early years provision, the provider should: strengthen communication with parents to involve them in their children's learning.