Amanda's Precious Bubbles Day Nursery

Amanda's Precious Bubbles Day Nursery Common Barn Farm, Tamworth Road, Litchfield, Staffordshire, WS14 9PX

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Inspection date

Previous inspection date 25 August 2016 14 June 2013

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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

 Children are placed at risk because not all staff are trained and have sufficient knowledge of safeguarding. Children's safety is compromised due to the setting not deploying staff appropriately and failing to meet staff:child ratios and qualification requirements. Staff recruitment is not robust and record keeping is weak.  Deputy managers do not have the appropriate skills, experience and knowledge to take responsibility when the manager is absent.  Arrangements for performance management do not provide staff with sufficient evaluation of their work or support to improve.  The manager does not monitor effectively the progress of all individual and groups of children.  The key person system does not meet the needs of all children, particularly those with additional needs. Not all parents know who their child's key person is or are helped to support their child's learning at home.  The quality of teaching is variable. Staff do not consistently focus their teaching on

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This provision is inadequate

each child's needs, abilities and interests. Activities are not always age appropriate or challenging enough to engage and sustain children's purposeful learning. Consequently, children do not all make the progress of which they are capable.

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It has the following strengths

 The setting uses its well-resourced, good quality forest school area to enhance learning for the older children well. Babies are well cared for and have their needs met. They are happy and settled, and form secure attachments with their key person.

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What the setting needs to do to improve further

The provision is inadequate and Ofsted intends to take enforcement action

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What the setting needs to do to improve further

We will issue a Welfare Requirements Notice requiring the provider to:

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Due Date

 safeguard children by ensuring all staff are suitably trained, have up to date knowledge of all safeguarding issues and are aware of the action to take in the event of a concern regarding a child, or an allegation against a member of staff (Also applies to the Childcare Register) 10/10/2016

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Due Date

 update safeguarding policies and procedures to ensure all the required information is included and make sure that all staff are familiar with these and that they are consistently applied in practice, particularly regarding who the designated safeguarding lead is and the use of mobiles within the setting 23/09/2016

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Due Date

 ensure children's safety, have their needs are met at all times, and are adequately supervised, by meeting staff:child ratios, qualification requirements, and by the effective deployment of staff. Ensure that the most appropriate and qualified staff spend time engaging purposefully with children and maintain ratio requirements 09/09/2016

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Due Date

 ensure the deputy managers have the appropriate skills, experience and knowledge and are capable of taking charge when the manager is absent 10/10/2016

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Due Date

 improve recruitment and induction procedures to ensure all staff are suitable for the role to which they are employed 10/10/2016

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Due Date

 ensure children's safety by improving record keeping, particularly regarding children's attendance registers and the recruitment of staff. Make sure records are easily accessible and available for inspection 10/10/2016

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Due Date

 improve the quality of teaching so that all children make good or better progress by putting appropriate arrangements in place for the effective supervision of staff. Take swift action to ensure staff receive the training and the support they need to gain the necessary skills to support children's learning and development 10/10/2016

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Due Date

 implement an effective key person system to ensure the needs of all children, particularly those with additional needs, are met. Ensure all parents know who their child's key person is, the progress their children are making, and help them to support their children's learning at home. 16/09/2016 To meet the requirements of the early years foundation stage and the Childcare Register the provider must:

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Due Date

 implement robust and effective systems to monitor the progress of all individual and groups of children and use this information to plan challenging activities that enable all children to make good or better progress 10/10/2016

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Due Date

 ensure Ofsted is notified of any changes to the directors 10/10/2016  maintain an accurate record of children's attendance. 10/10/2016

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Inspection activities

 This inspection was carried out following the Ofsted's risk assessment process.  One of Her Majesty’s Inspectors carried out this inspection.  The inspector observed the quality of teaching during activities in the play rooms and outside learning environment, and assessed the impact this has on children's learning and well-being.  The inspector held a meeting with the manager and spoke with staff and children at appropriate times during the inspection.  The inspector looked at relevant documentation, such as staff qualifications, complaint records, 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 manager does not consistently and effectively ensure the safeguarding and welfare, and the learning and development requirements of the Early Years Foundation Stage, are met. She has failed to notify Ofsted, on two occasions, of changes to the directors responsible for the setting. This is an offence. Safeguarding is ineffective. Children are placed at risk as staffing requirements are not always met. At times, children are left with staff who have no qualifications and young children are allowed to go unsupervised to the toilet. Some staff do not have a secure understanding of child protection issues and what to do in the event of a concern regarding a child; or what to do in the event of an allegation against a member of staff. The setting's safeguarding policies are not implemented effectively. For example, staff use their own mobile phones to take photographs of children. Staff do not know who the designated safeguarding lead is when

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Effectiveness of the leadership and management is inadequate

the manager is absent. The setting does not ensure that attendance registers are completed in a timely fashion. Recruitment and induction procedures are not good enough. Self-evaluation is weak. The manager does not have an accurate understanding of what the setting needs to do to improve. Supervision arrangements are informal, infrequent and not sufficiently robust to ensure staff have the appropriate skills and knowledge to be able to support children's learning and development well. The manager works in partnership with other agencies to support children with speech and language delay, and special educational needs or disabilities. Parents comment positively on staff and the care that their children receive. Staff have access to a varied range of resources and celebrate a range of festivals with the children. However, they are unable to demonstrate that they are narrowing gaps in outcomes between different groups of

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Quality of teaching, learning and assessment is inadequate

Teaching is not good enough. New and trainee staff, who are included in ratios, do not have the skills and knowledge to support children's learning and development effectively. In the pre-school room, the educational programmes involve activities and experiences for children across the seven areas of learning. Observation, assessment and planning for children’s learning is in place for all children. Staff take into account children's interests when planning for their learning; however, some staff plan for the child's next activity and not the next steps in learning. They do not use activities and resources well enough to engage and challenge boys and girls equally well, or to meet the needs of children of different ages. For example, a painting activity linked to the topic of time was not appropriate for three-year-olds girls. Toddlers were uninterested during the registration session and wandered off to find something to play with. Children have daily opportunities

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Quality of teaching, learning and assessment is inadequate

to play outside. However, not all staff plan learning experiences in the outdoor environment, particularly for babies, toddlers and children with additional needs. Pre- school children's learning has improved as a result of the new forest school area. These children have good opportunities to learn about campfires, make mud pies, and learn about life cycles of butterflies and bees. Staff do not routinely share children's learning journals with parents. Not all parents are aware of the progress that their children are making and how they can support their children's learning at home. Transition arrangements for children moving on to school are variable. The key person does not know which schools all children are moving on to and, therefore, is unable to effectively link with these. Some children with speech and language delay make steady progress with their speaking as a result of partnership working with the speech and language therapists.

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Personal development, behaviour and welfare are inadequate

The manager does not ensure that children are safe at all times because staff:child ratios and qualification requirements are not met. Due to staff working alone, all children are taken to the toilet at the same time or they are allowed to go on their own, unsupervised. Mealtime routines are not well managed. Staff deployment during lunch time is not good enough. Routine tasks take priority over children’s needs as qualified staff cook lunch and wash up leaving unqualified staff to care for the children. Younger children spend too long sitting in high chairs while other children become bored and restless as they wait for staff to tidy up. Staff do not effectively engage with children during lunch time or nappy changing routines. They do not give children with additional needs the support they need and do not sufficiently support children's learning about the importance of being healthy. Hygiene practice is inconsistent. Children are not always encouraged to wash their hands

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Personal development, behaviour and welfare are inadequate

before eating. Children's personal care needs are not met. The toilet arrangements do not afford children sufficient privacy. Staff do not manage behaviour consistently, such as when children push other children and take toys from others. Children are generally happy and settled. The premises are secure and maintained to a satisfactory standard. There is a varied range of furniture and play equipment easily accessible to children. However, the rooms are cluttered and not all risks are identified and promptly addressed. For example, children's buggies are obstructions in corridors and curled up mats are tripping hazards.

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Outcomes for children are inadequate

Not all children make the progress of which they are capable and they are not as well prepared for school or their next stage in learning as they could be. Children with additional needs do not always receive the support they need. Staff do not use all the information available to them and do not have the time to support these children’s learning and development well. Consequently, these children’s needs are not met. Sometimes the older, more-able boys become boisterous and do not engage in purposeful learning. Older children gain some skills needed for school. They are confident and are increasingly independent in seeing to their personal care needs. However, some aspects of their independence are slowed down because staff do too much for them. Four-year-olds are forming recognisable letters as they learn to write their name and confidently count to 20.

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Setting details

Unique reference number EY445358 Local authority Staffordshire Inspection number 1068068 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 - 8 Total number of places 60 Number of children on roll 30 Name of registered person Amandas Precious Bubbles Day Nursery Limited

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reference number

Date of previous inspection 14 June 2013 Telephone number 01827307827

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reference number

Amanda's Precious Bubbles Day Nursery was re-registered in 2012 and operates from units 1 and 2 of Common Barn Farm in Lichfield, Staffordshire. The nursery opens Monday to Friday for 51 weeks of the year. Sessions are from 7.30am until 6pm. The nursery provides funded early education for two, three- and four-year-old children. The nursery employs six members of childcare staff, of which four hold appropriate early years qualifications at level 3.

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reference 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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reference 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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reference number

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reference number

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reference number

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