Pied Piper Day Nursery

Pied Piper Day Nursery Glenfield House, The Square, Glenfield, Leicester, Leicestershire, LE3 8DQ

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Inspection date

Previous inspection date 23 June 2016 21 April 2015

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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 manager does not have a secure knowledge of recent changes to safeguarding matters, such as the indicators that children are at risk of being exposed to extreme ideas about right and wrong.  Assessment of children's development is not accurate. In addition, is not used effectively to identify children who are at risk of not reaching typical levels of development, or to take action and plan for the next steps in a child's learning.  The nursery safeguarding procedure is not implemented effectively.  New members of staff do not have an effective induction to their job, including when they are expected to act as manager in the absence of the manager and deputy manager.  Staff do not have one-to-one meetings with the manager to review the quality of their work and discuss issues of a sensitive nature.  Risk assessments are not effective.  A key person is not assigned to each child and their parents.

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It has the following strengths

 Children have access to a broad range of activities which cover all the areas of learning.  Children are content and happy in the nursery. Staff provide them with comfort and support.

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What the setting needs to do to improve further

The provision is inadequate and Ofsted intends to take enforcement action We will issue a Welfare Requirements Notice requiring the provider to:

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Due Date

 ensure that managers and staff have an up-to-date knowledge of all aspects of safeguarding policy, procedure and practice. This includes the protection of children from extremist views and the potential significance of a child's non-attendance or erratic attendance 11/07/2016

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Due Date

 make sure that new staff members, including apprentices, receive induction training to help them to understand their role and responsibilities 11/07/2016

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Due Date

 make appropriate arrangements for the supervision of all staff, including the deputy manager, to improve their personal effectiveness and to provide opportunities to discuss any concerns about a child's welfare 11/07/2016

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Due Date

 assign each child a named key person to ensure that care is tailored to the individual child's needs and to establish a relationship with the child's parents 11/07/2016

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Due Date

 implement effective procedures to accurately and appropriately record concerns about a child's welfare, and take effective and appropriate action in line with local safeguarding children board procedures to protect any child about whom concerns are identified 04/07/2016

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Due Date

 take steps to ensure that all risks to children and adults are identified and minimised, this is with particular reference to trailing wires, harmful plants, unlocked gates and fire doors that are wedged open 04/07/2016

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Due Date

 ensure that there is a named deputy who is capable and qualified to take charge in the manager's absence. 11/07/2016

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Due Date

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

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Due Date

 ensure that assessment of children's development is accurate 15/08/2016  take prompt and effective action to make use of available funding and work with parents/carers and other professionals, where assessment information indicates that a child's progress is less than expected. 15/08/2016

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Inspection activities

 This inspection took place due to a high number of concerns regarding the safety and welfare of children.  The inspectors observed activities in all three nursery rooms and in the outdoor play areas.  The inspectors spoke to members of staff at appropriate times during the inspection and held a meeting with the owner/manager of the nursery.  One inspector carried out a joint observation with the owner/manager.  The inspectors took account of the views of parents spoken to on the day of the inspection.  The inspectors looked at children's records, planning documentation, evidence of the suitability of staff working in the nursery and a range of other documentation, including policies and procedures.

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Effectiveness of the leadership and management is inadequate

The manager does not have a secure oversight of the nursery. Her monitoring to ensure that the nursery meets the requirements of the early years foundation stage is weak. Despite being issued with a welfare requirements notice and notices to improve in March and May 2016 action taken to ensure the safety, welfare and development of children has not been sufficient. The arrangements for safeguarding are not effective. There is an improved understanding of what disqualifies a person from working with children. Staff understand the procedures for reporting a concern about a child's safety or welfare within the nursery. However, the manager, who is the designated safeguarding lead for the nursery, does not have sufficient knowledge of the action she must take in the event that there are concerns about the welfare of a child. Records are poor and action is not taken to follow up concerns, in particular when a child fails to attend the setting after concerns

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Effectiveness of the leadership and management is inadequate

have been raised with their parent. There has been a high and concerning level of staff change in the nursery since the last inspection in April 2015. Staff support and development procedures are weak. The manager seeks to employ qualified staff members, but does not always successfully employ people with the skills and knowledge needed. New members of staff have a brief induction to the nursery. The manager does not check the quality of new staff members' work carefully enough. New staff do not always understand the expectations of the manager or have the full range of information needed to fulfil their role. A newly appointed member of staff was left to act as manager of the setting for an extended period of time in the absence of the manager and the deputy manager. She was not given the coaching and mentoring support she needed to carry out the duties of this role effectively. The deputy manager does not have supervision meetings

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Effectiveness of the leadership and management is inadequate

with the manager to review her work or plan for her professional development. Other members of staff have informal feedback, but no means of planning for their development or discussing concerns they may have about the welfare and development of children.

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Quality of teaching, learning and assessment is inadequate

Assessment of children's development is inaccurate and inconsistent. Information about what children know, understand and can do when they start attending the setting differs across the records kept by the setting about each child. Plans for activities and learning are linked to what staff have identified for the next steps in children's development. The next steps, however, do not support rapid progress, because they focus on what the children can already do rather than development of their existing skills and knowledge. As a result, children make little or no progress in some aspects of their development. Qualified staff provide activities that interest the children. Their teaching of children is regularly interrupted, however, as they have to support, model and explain to new, unqualified staff about routine tasks such as getting ready to go outdoors. Qualified staff are skilful in their interaction with the children. As children play, staff use opportunities to

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Quality of teaching, learning and assessment is inadequate

introduce new words and language to children throughout the nursery. Babies hear phrases such as 'splish, splash' as they happily sit and play in water. Toddlers learn language associated with time during small group activities, when they find out about the names of months and days of the week. Older children use their language skills to recall and help to re-tell familiar stories, such as The Three Little Pigs, with the support of a staff member.

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Personal development, behaviour and welfare are inadequate

Staff show care and concern for the children and make sure their care needs are met. Never-the-less, children are exposed unnecessarily to hazards such as trailing wires, harmful plants, unlocked gates and open doors, because risk assessment is not effective. Despite the high turnover in the staff group at the nursery, children are comfortable and happy. Children and their parents do not, however, have a named member of staff who is assigned as their key person, as the manager has not implemented this requirement of the early years foundation stage. Qualified staff take on the responsibilities associated with being a key person for all children, largely because the remainder of the staff are too new or inexperienced to take on the role. Staff have too many children to plan for. Parents are also unclear about the role of a key person and have simply established relationships with the staff who have worked with their child for the longest period of time.

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Outcomes for children are inadequate

Children are developing some of the skills and attitudes that will be beneficial in their future education. When staff work with children they concentrate and show interest in activities. Babies are beginning to understand that their voice can be used to communicate with others. Toddlers are learning about numbers and count well with the support of an adult. Older children make careful pictures and independently work out how to solve problems, such as how to draw around a triangle shape without moving the template and spoiling the shape. Overall, however, children are not making enough progress. When assessments indicate that a child may be at risk of not achieving typical development levels the information is not shared with parents. The manager does not seek support from other professionals quickly enough. Additionally, she does not make sure that she accesses, or knows enough about additional funding to support children to narrow any

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Setting details

Unique reference number 223256 Local authority Leicestershire Inspection number 1045478 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 4 Total number of places 50 Number of children on roll 43 Name of provider Beverley Ann Agnew Date of previous inspection 21 April 2015 Telephone number 0116 2321312

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Setting details

Pied Piper Day Nursery was registered in 1992 and is located in the Glenfield area of Leicster. The nursery employs seven members of childcare staff. Five members of staff hold appropriate early years qualification at level 2, 3 or 5. The nursery opens from Monday to Friday, all year round. Sessions are from 8am until 6pm. The nursery provides funded early education for two-, three- and four-year-old children.

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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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