Doti's Day Nursery

Doti's Day Nursery 400 Aldridge Road, Perry Barr, BIRMINGHAM, B44 8BH

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Inspection date

Previous inspection date 11 May 2016 3 June 2015

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This inspection: Inadequate 4

Previous inspection: Requires Improvement

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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 Inadequate 4

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This inspection: Inadequate 4

Personal development, behaviour and welfare Inadequate 4

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This provision is inadequate

 The provider has failed to notify Ofsted of the change in manager; this is a breach of statutory requirements and an offence. The provider has not made the necessary improvements since the last inspection to ensure children are provided with a consistently good standard of care and learning to prepare them well for school.  The manager's monitoring of staff's practice and children's progress, and the maintenance of accurate records is not good enough. She does not have a secure understanding of the gaps in staff's knowledge and practice, and does not know how much progress all children make.  Staff's knowledge to safeguard children is not good enough. Risk assessments are not robust because they do not take account of all potential hazards to ensure that children attending are safe.  Some staff have poor understanding of how to support children's learning, including those with language delay. Teaching is sometimes poor. Staff do not plan activities or

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This provision is inadequate

use resources well enough to engage and challenge the older children, boys and girls, equally well. Occasionally, boys become boisterous and girls become bored. Consequently, they do not engage in purposeful learning.  Records of accidents, and children's and adults' attendance are inadequate. Some records were unavailable for inspection.

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It has the following strengths

 Children’s snacks and meals are balanced and nutritious and include fresh fruit and vegetables. Staff promote children’s developing independence through encouraging them to serve their own lunch and to access drinks independently.

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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 all children make at least good progress through the implementation of robust and effective systems to monitor the quality of staff's knowledge and practice and children's progress. Take swift action to ensure teaching is effective and gaps in children's learning are closing 24/06/2016

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Due Date

 ensure children are safeguarded at all times through maintaining accurate records of children's and adults' attendance and children's accidents. Ensure records, such as the complaints log, are available for inspection 11/05/2016

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Due Date

 take all reasonable steps to ensure children are not exposed to risks by implementing effective risk assessments that identify aspects of the environment that need to be checked on a regular basis 11/05/2016

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Due Date

 safeguard children by ensuring that all staff are suitably trained, have an up-to-date knowledge of all safeguarding issues and are aware of the action to take in the event of an allegation being made against a member of staff (Also applies to the Childcare Register) 27/05/2016

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Due Date

 ensure all children make at least good progress through supporting staff to gain the knowledge and skills they need to support children's learning effectively 24/06/2016

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Due Date

 provide all children with good-quality learning experiences that are matched to their differing abilities and embed the new observation, assessment and planning systems 24/06/2016

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Due Date

 take all necessary steps to minimise any risks to the health or safety of children in your care (Applies to both parts of the Childcare Register) 11/05/2016

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Due Date

 maintain a daily record of the names of the children looked after on the premises and their hours of attendance. (Applies to both parts of the Childcare Register) 11/05/2016

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Inspection activities

 One of Her Majesty’s Inspectors carried out this inspection.  The inspector observed the quality of teaching during activities in the tweenies and toddlers, and pre-school areas, and assessed the impact this has on children's learning and well-being.  The inspector completed two joint observations of activities with the manager.  The inspector held meetings with the manager and spoke to staff and children at appropriate times during the inspection.  The inspector looked at relevant documentation, such as the setting's policies and procedures, staff files, and children's assessment records.  The inspector spoke with a small selection of parents during the inspection and took account of their views.

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Effectiveness of the leadership and management is inadequate

The standard of care and learning for children has declined since registration in June 2013, despite this being the setting's fifth inspection. The provider’s reluctance to effectively engage with the local authority until recently means that staff have not had all the support available to them. Nevertheless, the newly appointed manager has welcomed support and is taking positive action to improve, with the local authority's help and direction.

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Effectiveness of the leadership and management is inadequate

Improvements to: the learning environment; observation of children’s learning, assessment and planning; tracking children's progress; and staff training have taken place. However, inconsistencies in staff's practice, gaps in staff’s knowledge, staff's lack of confidence and weaknesses in leadership remain. As a result, teaching is not good enough to ensure all children are well supported and challenged to make the progress of which they are capable.

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Effectiveness of the leadership and management is inadequate

The manager is developing in her role but, as yet, has not evaluated the quality of the provision effectively enough. She does not have an accurate understanding of the setting’s strengths and weaknesses to establish a robust improvement plan. Developments have been driven by previous actions raised by Ofsted. New systems to track each child's progress are in place but the manager does not have an overview of all children’s progress, or the performance of different groups.

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Effectiveness of the leadership and management is inadequate

Safeguarding is ineffective. Children's welfare is compromised because some staff do not have a secure understanding of safeguarding procedures. Risk assessments are not effective to ensure children are safe at all times. For example, nappy sacks are left in reach of young children when having nappies changed, and plastic aprons and creams for babies are stored within easy reach of children accessing the toilet area. Record keeping, in some instances is poor. Staff and visitors do not consistently record accurate arrival and departure times. This means that, in the event of an emergency such as a fire or a child- protection concern, the manager would not have an accurate record of children and staff on the premises. Children's accident records are not completed fully and some documents, such as the complaints log, were unavailable for inspection. Recruitment and induction procedures are in place but are not sufficiently robust to ensure all staff have the

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Effectiveness of the leadership and management is inadequate

appropriate skills suitable for their role. The high staff turnover means that children's care, learning and welfare are compromised.

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Effectiveness of the leadership and management is inadequate

Performance management of staff is improving but is not yet good enough. Three monthly staff supervision meetings take place and observations of staff's practice are starting to be implemented. Staff promote equality and diversity satisfactorily. They provide children with a varied range of resources and celebrate a range of festivals.

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Quality of teaching, learning and assessment is inadequate

Teaching is not consistently good enough and does not meet the needs of all children, particularly in the pre-school room. Recent changes to staff mean that some staff do not know the children well enough and are merely concerned with supervising and caring for children. They place too little focus on children’s learning and development. As a result, some staff do not have high expectations for all children. They are not prepared as well as they could be for school. Children in the tweenies and toddler rooms get a sound start to their learning and development. This is not built on effectively as the children get older.

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Quality of teaching, learning and assessment is inadequate

Staff, with support from the local authority, have taken steps to improve children’s observation, assessment and planning systems to support children's learning and development. However, the quality and implementation of these are inconsistent. Planning does not sufficiently take into account the differing needs and learning styles of groups of children such as boys. Opportunities for older children to be active and extend their learning outdoors are not well planned for. Staff do not have sufficient skills and knowledge to support children with additional needs. They do not engage with other agencies as quickly as they could to support children with communication and language delay. Consequently, progress for these children is slowed down.

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Quality of teaching, learning and assessment is inadequate

Recent improvements to the indoor learning environment mean that children have access to a wider range of resources, than they had previously. However, staff do not use these well enough to engage and support children’s learning. Older children spend too much time wandering around. Staff do not consistently engage in purposeful conversation with children or model language well. Some staff do not effectively engage children in activities where they question and challenge children’s thinking, enabling them to explore ideas and develop perseverance. Children have limited access to resources, such as information communication technology, which limits their ability to develop their skills and understanding. Children become aware of other cultures and the needs of others as staff involve them in different celebrations and a range of activities within the setting and local community.

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Quality of teaching, learning and assessment is inadequate

Partnerships with parents are generally good. The on-line system enables parents to contribute to their child’s assessment. They attend parents’ evenings and share information about ‘wow’ moments from home.

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Personal development, behaviour and welfare are inadequate

Staff do not ensure that children are safe at all times because hazards are not identified and tackled and not all staff have the confidence and knowledge to safeguard children. The changes of staff is having a negative impact on the continuity of care and learning for children.

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Personal development, behaviour and welfare are inadequate

The nursery is clean, bright and welcoming and children have easy access to a suitable range of furniture and play equipment. Parents know who their child's key person is and receive daily feedback about their child's day. Informative displays help parents to understand the benefits of healthy lifestyles for themselves and their children. Children usually behave well. They are developing respect for each other, and are kind, caring and considerate. Staff praise children’s efforts and promote their confidence and self-esteem. Children demonstrate some sense of responsibility for their environment. They help tidy away toys and activities they have been playing with and happily play alongside each other. Children are developing an understanding of how to keep safe. For example, staff talk to them about strangers and road safety on outings. Younger children are developing some understanding of how to share, wait and take turns and they behave well. Children

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Personal development, behaviour and welfare are inadequate

are provided with and enjoy healthy meals and snacks. However, staff do not maximise opportunities to teach children about the importance of healthy lifestyles.

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Outcomes for children are inadequate

Not all children make as much progress as others. Older children are not always challenged enough to maximise their learning. Consequently, some children do not make enough progress from their starting points. Monitoring of children's progress is not thorough enough to confirm if gaps in attainment between different groups are closing. Tweenies and toddlers form secure attachments to their key person over time, and are generally settled and happy. Younger children are beginning to count to ten and developing skills to prepare them for school. For example, they are becoming increasingly independent in their self-care and serving their own food. Older children are beginning to recognise and name letters in their names. However, staff’s lack of skills to effectively teach phonics means that children’s early literacy skills are slowed down. Older children ably help themselves to drinks of water and put on their coats.

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Setting details

Unique reference number EY460360 Local authority Birmingham Inspection number 1041948 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register Age range of children 0 - 5 Total number of places 50 Number of children on roll 25 Name of provider Wendy Moxam Date of previous inspection 3 June 2015 Telephone number 0121 356 2112

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Setting details

Doti's Day Nursery was registered in 2013 on the Early Years Register and the compulsory part of the Childcare Register. The nursery operates from the first floor of purpose-built premises in the Great Barr area of Birmingham. The nursery opens Monday to Friday from 8am to 6pm, all year round, except on bank holidays and one week at Christmas. The nursery receives funding for the provision of free early education for three- and four-year- old children. There are currently eight staff working directly with the children, all of whom have an appropriate early years qualification. Four of the staff have a qualification at level 3 and four at level 2.

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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.

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Setting details

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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Setting details

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Setting details

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Setting details

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