KEC Community Care Centre

KEC Community Care Centre Cooks Lane, Kingshurst, Birmingham, West Midlands, B37 6NP

p.1

Inspection date

Previous inspection date 16 March 2016 12 November 2012

p.1

This inspection: Inadequate 4

Effectiveness of the leadership and management Inadequate 4

p.1

This inspection: Inadequate 4

Quality of teaching, learning and assessment Inadequate 4

p.1

This inspection: Inadequate 4

Personal development, behaviour and welfare Inadequate 4

p.1

This provision is inadequate

 Leaders do not have effective systems in place to monitor the quality of provision and children's progress. Leaders do not have an accurate understanding of what the setting does well and what needs to improve.  Evidence of the manager's qualification was unavailable and not all of the necessary documentation was completed to ensure that children were safeguarded.  Welfare requirements are not met. Leaders have not notified Ofsted in writing of all changes to individuals who are members of the committee and the change of manager.  The quality of teaching is too variable. Children do not always engage in purposeful activities to secure their learning and to ensure they make consistently good progress.  Assessment arrangements are not effective. Observations are not regularly completed and written records lack evidence of children’s attainment and progress over time. Staff do not always identify children’s next steps in their learning in sufficient detail or

p.1

This provision is inadequate

effectively plan activities to secure good learning across all areas of learning.  Children’s physical development is not sufficiently well supported. They do not access outdoor play and learning each day to allow children to experience fresh air and exercise their whole bodies.

p.1

It has the following strengths

 Staff build effective relationships with children by giving them verbal reassurance, smiles, praise and by playing alongside them. This helps children to form secure emotional attachments and promotes their sense of security and belonging.  Parents speak highly of the staff and the service that they provide.

p.1

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:

p.2

Due Date

 ensure that the committee members understand their roles and responsibilities, with particular regard to procedures to carry out suitability checks and to notify Ofsted of changes when necessary 16/03/2016

p.2

Due Date

 maintain consistent records to ensure the safe and efficient management of the setting and ensure all records are available for inspection 16/03/2016

p.2

Due Date

 improve the quality of teaching so that all children benefit from activities that engage and challenge them and help them to move forward in their learning 05/09/2016

p.2

Due Date

 ensure that assessment is used effectively to understand children's starting points and level of achievement including the progress they make and to clearly identify what they specifically need to learn next 05/09/2016

p.2

Due Date

 ensure that planning takes into account each child's stage of development and provides appropriate individual support for their learning and development 05/09/2016

p.2

Due Date

 provide access to an outdoor play area or, if that is not possible, ensure that outdoor activities are planned and taken on a daily basis 16/03/2016 To further improve the quality of the early years provision the provider should:

p.2

Due Date

 strengthen the self-evaluation processes to monitor, evaluate and assess the strengths and weaknesses of the provision.

p.3

Inspection activities

 This inspection took place as a result of a risk assessment following concerns about the provision. The inspectors considered and explored each of the concerns.  The inspectors reviewed the improvements that leaders have made since the last inspection and their plans for future improvement.  The inspectors observed children during a range of play and learning activities.  The inspectors held meetings with the leaders and staff.  The inspectors looked at a range of documentation including children's learning journals and the adults' planning of children's learning and development activities.  The inspectors checked evidence of the suitability of all adults working at the pre- school and the professional qualifications and training of staff and leaders.  The inspector conducted a joint observation with the manager.  The inspectors took account of the views of parents and those of children spoken to on

p.3

Inspection activities

the day.  The inspectors explored the safeguarding arrangements, the security of the premises and how effectively the provider has identified and taken steps to minimise any potential risks.

p.3

Inspectors

Susan Crawford Her Majesty's Inspector & Johanna Holt Regulatory Inspector

p.3

Effectiveness of the leadership and management is inadequate

The arrangements for safeguarding are ineffective. The provider has failed to act on information when a child attends the setting with a pre-existing injury and the documentation completed is vague and uninformative. All of the required information on a child is not obtained. Ofsted has not been notified in writing of all changes to the committee within 14 days. This is a breach of the welfare requirements. The new committee have failed to submit the appropriate forms to Ofsted to allow necessary background checks to be completed. This weakness means that providers cannot be confident of the suitability of new committee members. The previous manager stood down in January 2016 and an acting manager took on the responsibility for the day to day running of the pre-school. Ofsted has not been notified of the change in management which is an offence. Insufficient action has been taken to improve the quality of the

p.4

Effectiveness of the leadership and management is inadequate

provision since the last inspection. Although the staff team are well qualified, they lack a basic knowledge and understanding of how children learn. Leaders do not support the development of staff knowledge and skills. For example staff are unclear about their responsibilities to complete the two-year old check which in some cases has not been completed. The provider has delegated the role of observing staff performance to the manager. Evaluation of the quality of the setting does not clearly identify the weaknesses in practice. However, the newly appointed manager does have a suitable grasp of the issues and has some appropriate ideas of how to bring about improvement. She has started to implement some changes; however they have not yet been consistently applied to all aspects of provision.

p.4

Quality of teaching, learning and assessment is inadequate

Some staff are unaware of children's current stage of learning; assessments are not accurate, and staff’s assessment of children’s starting points are not accurate. Staff do not consistently conduct observations to accurately identify the specific next steps in the children’s learning and development. Some children are not supported as well as others. Some staff pitch activities too low for children's age and abilities and children quickly lose interest as a result. Some of the activities on offer are uninspiring and fail to engage children's interest. This leads to some children spending time wandering around the room without having anything meaningful to do. Consequently, they do not make good progress in their learning. Too often, the quality of teaching has weaknesses and not all staff have a secure understanding of how to support children’s learning and development. Staff have made some links with local schools and other professionals such as a speech and language

p.4

Quality of teaching, learning and assessment is inadequate

therapist which aids transition. Children who speak English as an additional language are supported in their early communication skills because some staff use sign language to help children engage in activities and discussions.

p.4

Personal development, behaviour and welfare are inadequate

Children's physical development is not well planned for and there are few activities to encourage children to develop skills such as climbing and running. On the day of inspection, outdoor play was not made available to the children. This is a breach of requirements. The quality of the pre-school room environment and range of resources available are poor, uninviting and do not keep children motivated and interested. The key person system has recently been revised which means some parents are not clear who their child’s key person is. This has minimal impact on children and parents because their previous key person is still available to talk to. Partnerships with parents are generally good and on the few occasions where children’s next steps are identified, this information is shared effectively with them. Children receive healthy snacks and good hygiene is promoted effectively. Children learn to keep themselves safe. For example, they are

p.4

Personal development, behaviour and welfare are inadequate

encouraged not to run and staff explain why they shouldn’t do this. Children value praise and learn to respect each other. As a result, they play cooperatively and gain some of the skills they need for the next stage in learning.

p.5

Outcomes for children are inadequate

The leaders and managers are unable to confirm the progress all children make. The baseline assessments used when a child starts at the pre-school do not allow staff to accurately assess their starting points. The assessment age banding is from 16-36 months, this does not allow staff to identify specifically at what stage of development the child is currently performing at. Weaknesses in teaching mean that all children are not well supported and, therefore, do not learn as quickly as they could. While most children arrive enthusiastically at the setting, they do not access teaching and play experiences that consistently challenge and engage them, or help them to make strides in their learning. Some children sit at activities for prolonged periods with no purpose or direction this does not enable them to make progress in their learning. Those children with speech and language delay are not well supported because this aspect is not prioritised or well

p.5

Outcomes for children are inadequate

planned for. Consequently children are not well prepared for school. Staff acknowledge children's good behaviour, to help them develop positive attitudes and to build their confidence.

p.5

Setting details

Unique reference number EY251995 Local authority Solihull Inspection number 1037895 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 5 Total number of places 24 Number of children on roll 13 Name of provider Kingshurst Evangelical Church Committee Date of previous inspection 12 November 2012 Telephone number 0121 770 9759

p.6

Setting details

KEC Community Care Centre is a privately registered playgroup. It registered in 2004 and operates from the community hall of a church building in the residential area of Kingshurst, Solihull. The setting serves the local area. The playgroup opens Monday, Wednesday and Friday mornings. Sessions are from 9.15am until 12.15pm. Children attend for a variety of sessions.

p.6

Setting details

The setting receives funding for free early education for children aged three and four years. The group supports children with special educational needs and/or disabilities and children who speak English as an additional language.

p.6

Setting details

There are three members of staff who work with the children. Of these, three have qualifications at level 3. There are three additional volunteer members of staff. The setting receives support from the local authority early years advisory team.

p.6

Setting details

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. 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

p.6

Setting details

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.

p.8

Setting details

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.8

Setting details

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.8

Setting details

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

p.8