Golden Heart Care

Golden Heart Care General Health Council, Witton Community Centre, 150 Deykin Avenue, BIRMINGHAM, B6 7BU

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Inspection date

Previous inspection date 07/10/2013 Not Applicable

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early years provision

This inspection: 4 Previous inspection: Not Applicable How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 4 The effectiveness of the leadership and management of the early years provision 4

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This provision is inadequate

 Children's progress is not well supported because staff have a poor awareness of the learning and development requirements. This results in activities which are not always well planned to provide sufficient challenge for children.  Children's welfare is not fully promoted because staff involved in the preparation and handling of food have not completed food hygiene training, as required. In addition, staff are not always deployed effectively to ensure children's safety.  The provider does not implement robust vetting and recruitment procedures to safeguard children, such as taking up references to ensure that people looking after children are suitable to do so.  Children experience inadequate provision because of the lack of supervision, coaching and training of staff.  Regular fire drills are not carried out and risk assessments are not sufficiently effective in identifying hazards, such as damaged finger guards fitted on doors. Therefore,

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This provision is inadequate

children are not adequately protected.  Partnerships with parents and other settings attended by children are not effective. Information is not exchanged to support children's progress through home learning, or to ensure the setting complements the care provided in other settings.

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It has the following strengths

 Children are happy and enjoy their time at the setting.

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Information about this inspection

Inspections of registered early years provision are:  scheduled at least once in every inspection cycle – the current cycle ends on 31 July

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection  prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed activities throughout the setting indoors and spoke to children during the course of the inspection.

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Inspection activities

 The inspector spoke with the setting owners, manager and staff at appropriate times throughout the day.

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Inspection activities

 The inspector looked at documentation, including children's records, some learning and development information, staff records and a selection of policies and procedures.

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Inspection activities

 The inspector took into account the views of parents through discussion on the day of the inspection.  The inspector carried out a joint observation with the manager.

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Information about the setting

Golden Heart Care registered in 2013 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. It is owned by a private provider. It operates from three rooms in a community centre, in the Witton area of Birmingham and there is an enclosed area available for outdoor play. The setting serves the local area and is accessible to all children.

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Information about the setting

The setting employs five members of staff, of whom three hold appropriate early years qualifications at level 3. There are also a number of support staff employed to assist and prepare meals. The setting is open Monday to Friday during school term times. Opening times are 4pm until 8pm Monday to Wednesday and 4pm until 8.30pm Thursday and Friday. There are currently nine children on roll who are within the early years age range. The setting supports a number of children who speak English as an additional language.

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must:

 improve staff's awareness of the learning and development requirements so that the range of resources and planned activities provide challenging experiences for children, which are suitable for their ages and stage of development

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must:

 make sure that all staff involved in preparing and handling food receive training in food hygiene and improve risk assessment procedures to ensure that all risks to children's safety are removed or minimised

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must:

 ensure that children are protected in the event of an emergency. For example, by taking reasonable steps, such as regular fire drills, to ensure all staff and children understand the evacuation procedure

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must:

 implement robust vetting and recruitment procedures, such as taking up references to ensure that people looking after children are suitable to do so

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must:

 develop systems to liaise with parents and other settings that children attend, in order to support home learning and identify any support children require to complement the learning they receive in the setting in which they spend more time

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must:

 improve procedures for the deployment of staff to ensure that the children's safety is continually maintained, and put in place appropriate arrangements for supervision of staff to ensure they are provided with support, coaching and training to bring about continuous improvement of the provision.

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who attend

Staff have an inadequate knowledge of the learning and development requirements of the Statutory framework for the Early Years Foundation Stage. Their lack of knowledge results in them failing to gather important information from parents and other early years settings in which children spend more time. As a result, children do not develop some of the skills necessary to prepare them for school, when the time comes. This also prevents staff from offering a complementary approach towards enhancing children's learning and the progress they make. In turn, this also means that the activities that are provided, along with the experiences that are offered to children, do not meet with children's current developmental stage, or enhance what they already know and can do. In addition, the weaknesses in staff's knowledge impacts on how they interact with the young children. This is because teaching techniques do not always engage and motivate some of the

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who attend

younger children to support and extend their learning and they quickly loose interest. The manager has some awareness of the requirement to complete progress checks for two- year-olds when this is required.

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who attend

Some activities set out do not offer enough challenge or excitement for children, which does not support their development or take into account all of their interests. A lack of appropriate and interesting activities leads to boredom and lack of stimulation for some younger children and they wander around the room. Teaching is ineffective, staff fail to recognise when some children are disengaged and they take little action to support children to make choices or initiate their own play and learning. There are some resources to support children's writing skills, such as pencils and crayons, however, younger children show little interest in them, since staff do not engage and support their learning. Children have some opportunities to develop their imagination and creativity as they use paint with glitter to design Eid cards or for free painting. They develop creativity and ability to manipulate small objects while they play with modelling dough and cut these into different

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who attend

shapes. Children use their imagination as they play with the small world doll's house and play figures. Staff read stories to small groups of children, at their request, and they encourage interaction, as they ask children to think about what is happening in the story. Children sing a range of song and rhymes, for example, '1, 2, 3, 4, 5 once I caught a fish alive' and they learn to count from the number line displayed. They access a small selection of musical instruments, such as cymbals and shakers, singing as they play. This helps children develop a grasp of English, as many of them speak English as an additional language. Children have some opportunities to develop their physical skills. For example, older children use the outdoor area to play football, which supports their skills in coordination, while younger children enjoy short walks in the community or riding wheeled toys indoors. However, staff do not consider the learning potential of the activities they

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who attend

offer children and their interaction is basic, resulting in learning intentions that have too little impact on the progress children make.

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who attend

Partnerships with parents are, generally, friendly and welcoming. Settling-in visits are arranged at the start of the placement and basic information about the setting's policies and procedures is made available. However, parents are not encouraged to share information about their children's learning and achievements at home. Therefore, this information cannot be used to provide staff with ongoing details to help them enhance children's learning and progress during their time within the setting.

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The contribution of the early years provision to the well-being of children

There are some adequate safety measures in place to prevent children leaving the premises unsupervised and to ensure those visiting the setting sign in and out to confirm their attendance. Although, a member of staff monitors the entrance throughout the time children are present, staff are not deployed effectively to be sufficiently vigilant in their safety and supervision procedures. For example, when children leave the main room without staff knowing where they are. As a result, children's safety is compromised. In addition, the risk assessment fails to identify hazards, such as damaged finger guards fitted on doors, this means children's welfare is not adequately safeguarded. There are sufficient numbers of staff with first-aid training to attend to children in the event of any accidents and details of accidents and incidents are recorded. Children are not familiar with the procedures for evacuating the building in the event of an emergency, because

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The contribution of the early years provision to the well-being of children

they have not practised fire drills. Their lack of understanding in this regard compromises their safety in the event of an evacuation needing to take place.

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The contribution of the early years provision to the well-being of children

There is a key person system in place and children know most of the staff and form good relationships. The key person also works closely with parents to ensure all children's needs are known. This helps to make children's transition into the setting a smooth one. However, although children are settled, their sense of security with the staff team is compromised due to ineffective arrangements to assure the suitability of staff. Children are beginning to learn to take care of their own personal needs and adopt appropriate hygiene practices from a young age. Staff support children to wash their hands before eating and after using the toilet and explain the reasons why they need to do so. Children learn about being healthy because staff talk to them about the importance of making healthy choices with food. Overall, their health is promoted through the provision of healthy snacks of fruits and drinks, which are freshly prepared and meet children's dietary

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The contribution of the early years provision to the well-being of children

needs and their preferences. However, staff preparing food have not completed the required food safety training, which compromises children's good health. Children understand expectations of behaviour and they know they must share and take turns with toys and staff reward children with stickers for good behaviour, consequently, children play well together. Transition arrangements for when children leave the setting are adequate. This means that children are adequately prepared for the move to school and are supported to settle within a new environment, which helps them develop relationships with new staff and adults.

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provision

The management and leadership of the setting are inadequate. Vetting procedures used to check the suitability of adults working in the setting have not been rigorously applied in all cases. Not all adults in the setting have had references taken up to check their backgrounds and suitability. This compromises children's safety and welfare. Staff have an adequate understanding of the known signs and symptoms of abuse and are familiar with the referral process to follow in the event of there being a concern about a child in their care. Currently, there is too little implementation of the learning and development requirements, which results in limited support for children's progress. Ineffective monitoring by the manager results in inconsistent practice and leads to children's individual needs not being adequately met. Staff do not receive regular supervision, coaching and appraisals to support their professional development. This means they do

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provision

not develop knowledge and skills to help them fulfil their roles, or to ensure they have a good enough knowledge of how to safeguard children in their care.

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provision

Partnerships with parents are ineffective as they are not fully involved in their children's learning. Although, the owner is starting to evaluate the setting's practice, the views of the manager, staff, parents and children are yet to be considered. There has been too little focus on the weaker areas of practice and this impacts negatively on the smooth running of the setting and on the children's development and welfare. As a result of poor monitoring, a number of requirements of the Statutory framework for the Early Years Foundation Stage are not met on both registers.

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provision

Parents questioned by the inspector say that they are happy with the setting and comment that staff are friendly and that their children are happy to attend. Parents comment they receive basic information about activities their children have taken part in. However, this does not include information about children's development or encourage parents to contribute to children's learning. This means children do not benefit from learning opportunities that are targeted to their individual needs to help them reach their learning potential. The setting's partnerships with the other early years settings where children attend are not effective. There is no exchange of information to promote children's developmental progress when they attend more than one setting. Therefore, children do not receive effective continuity in their learning and care to meet their individual needs. This has a negative impact on outcomes for children's learning and their

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 ensure that effective systems are in place to ensure that any person in regular contact with children is suitable to work with children (compulsory part of the Childcare Register)  ensure that all necessary measures are taken to minimise any identified risks (compulsory part of the Childcare Register)  ensure that effective systems are in place to ensure that any person in regular contact with children is suitable to work with children (voluntary part of the Childcare Register)  ensure that all necessary measures are taken to minimise any identified risks (voluntary part of the Childcare Register).

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement action. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

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Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted 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.

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Setting details

Unique reference number EY462163 Local authority Birmingham Inspection number 912644 Type of provision Out of school provision Registration category Childcare - Non-Domestic Age range of children 0 - 17 Total number of places 40 Number of children on roll 9 Name of provider Abukar Ahmed Date of previous inspection not applicable Telephone number 07960655708

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Setting details

set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises, which are usually the childminder’s own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children,

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Type of provision

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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