Setting EY482533

Report for Childcare on Domestic Premises

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Inspection date

Previous inspection date 9 March 2016 Not applicable

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This inspection: Inadequate 4

Effectiveness of the leadership and management Inadequate 4

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This inspection: Inadequate 4

Quality of teaching, learning and assessment Good 2

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This inspection: Inadequate 4

Personal development, behaviour and welfare Inadequate 4

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This provision is inadequate

 Children are put at risk of harm because not everyone working on the premises when children are present have had their suitability checked.  Staff do not reflect on the quality of their provision sufficiently. They have not identified where there are weaknesses or taken appropriate steps to make sure the provision is consistently good.  Leaders and managers are continuing to develop systems of training and support for all staff. However, they have not yet been successful enough to raise the quality of teaching to the highest possible standard, in order to achieve excellent outcomes for all children.  Although individual children's progress is monitored effectively, the manager does not focus enough attention on comparing the progress made by different groups of children, in order to confirm that no group is disadvantaged or falls behind.

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It has the following strengths

 Children make good progress in their learning. Staff plan and provide a range of activities and experiences that helps to promote children's development.  The environment is bright, stimulating and well organised. Children have access to a wide range of activities and experiences, indoors and outside. They are confident to explore and select what they like to do. Children swiftly become motivated to learn.  Partnerships with parents, professionals and other providers are good. Information about children's learning is shared. This helps to promote good continuity between all of the different settings children attend.

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What the setting needs to do to improve further

To meet the requirements of the Early Years Foundation Stage and the Childcare Register the provider must:

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Due Date

 ensure that all those working on the premises when children are present are suitably vetted, including obtaining an enhanced Disclosure and Barring Service check. 25/03/2016

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Due Date

To further improve the quality of the early years provision the provider should:

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Due Date

 improve evaluation processes to help identify and address any breaches of requirements or weaknesses within practice to help raise standards  provide further support for staff to improve the overall quality of their teaching and increase the potential to achieve excellent outcomes for all children  monitor and compare the progress and achievements of different groups of children to confirm that no group is disadvantaged or falling behind.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outside. She assessed the impact this has on children's learning.  The inspector completed a joint observation with the nursery manager.  The inspector held a meeting with the owner of the nursery and the nursery manager. She looked at relevant documentation, such as the nursery's self-evaluation and evidence of the suitability of staff working in the nursery.  The inspector spoke to a small selection of parents and children during the inspection and took account of their views.

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Effectiveness of the leadership and management is inadequate

The arrangements for safeguarding are ineffective. Not all staff working at the nursery have been suitably vetted. The provider has not made sure that outside contractors are suitable to work when there are children present. This puts children at risk of harm. The provider does follow some safe recruitment procedures for staff working directly with children, such as obtaining relevant references and always obtaining an enhanced Disclosure and Barring Service check. Staff's knowledge of current safeguarding legislation and guidance is strong. They know exactly what to do if they have concerns about a child in their care. This contributes towards keeping children safe from some types of harm. The majority of staff are well qualified. They benefit from some opportunities to build on their knowledge and skills. However, arrangements for professional development are not established well enough to raise the quality of teaching higher than the good standard

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Effectiveness of the leadership and management is inadequate

already achieved. The provider and manager evaluate the provision and set some clear targets for future improvement. However, they have not been successful enough in identifying where there is a breach of requirements which puts children at risk.

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Quality of teaching, learning and assessment is good

Staff have a good understanding of how to promote the learning of young children so that they make good progress in their development. For example, babies enjoy exploring a range of familiar and different sensory objects. Staff model how they work and provide them with opportunities to copy and have a go. This helps to build on their understanding of the world around them. Toddlers delight in opportunities to play with small-world farm toys. Staff name the animals and help toddlers to think about the sounds they make. They also encourage toddlers to talk about their own experiences. This helps to build on their communication and language skills. Older children enjoy opportunities to be creative and imaginative as they build castles in the sand. Staff encourage them to develop their game in a group by adding items and developing a storyline. This helps to build on their creative and social skills. Managers have a secure overview of the progress that individual children

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Quality of teaching, learning and assessment is good

make and ensure good progress is maintained. However, they do not compare the progress made by different groups of children. This means that they cannot confirm that no group is being disadvantaged or falling behind.

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Personal development, behaviour and welfare are inadequate

Children's social and emotional well-being is not always suitably promoted. Staff are welcoming, warm and friendly. They are sensitive to the individual needs of their key children and their families. This helps to ensure that children's care needs are well met. Children form secure bonds with staff. However, children's feelings of safety and security are somewhat misplaced as not all those working at the nursery are suitably vetted. Children's emotional well-being is promoted in other ways. Children have plenty of opportunities to learn about the wider world. Staff teach children about each other's similarities and differences. Children's individuality is celebrated and valued within the nursery. Children's physical well-being is suitably promoted. Children are provided with nutritious meals and staff encourage them to think about the benefits of eating well. Children are encouraged to adopt good hygiene practices and manage their self-care

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Personal development, behaviour and welfare are inadequate

independently when they are ready. Children benefit from plenty of fresh air. Children enjoy playing outside in all weathers, where they have opportunities to expand their physical skills. They practise their ball skills, run around and move in different ways.

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Outcomes for children are good

All children, including those in receipt of funding for early education and those who speak English as an additional language, make good progress in their learning. The nursery special educational needs coordinator is knowledgeable and successful in her role. She ensures all children receive the prompt help and support they need so that any gaps in their attainment are swiftly closing. Older children's literacy and mathematical skills are particularly well promoted. They enjoy group games where they explore familiar letter sounds and different rhythms within words and songs. They also delight in building with blocks, where they have opportunities to count, solve simple number problems and explore size. Children learn to express themselves confidently and share their ideas. Children also learn to share, take turns and play well together. They listen to staff and include others in their games. Children become successful learners who are swiftly

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Outcomes for children are good

acquiring the key skills they need to be ready for school.

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Setting details

Unique reference number EY482533 Local authority Worcestershire Inspection number 994577 Type of provision Full-time provision Day care type Childcare - Domestic Registers Early Years Register, Compulsory Childcare Register Age range of children 0 - 4 Total number of places 29 Number of children on roll 46

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Name of provider

Date of previous inspection Not applicable

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Telephone number

Battenhall Nursery was registered in 2014. The nursery employs nine members of childcare staff. Of these, eight hold appropriate early years qualifications at level 3 or above and the manager holds a relevant qualification at level 6. The nursery opens from Monday to Friday, all year around. Sessions are from 7.30am until 6pm. The nursery provides funded early education for two-, three- and four-year-old children. The nursery supports children who speak English as an additional language.

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Telephone number

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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Telephone number

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

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Telephone number

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Telephone number

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Telephone number

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

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