JCM Childcare

JCM Childcare 32-34 St Botolphs Street, Colchester, CO2 7EA

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Inspection date

Previous inspection date 19 October 2016 26 April 2016

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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

 Self-evaluation and improvement planning are not good enough. Leaders do not have a secure knowledge and understanding of all weaknesses and demonstrate little evidence of how they are able to drive further improvement.  Safeguarding is not effective. Staff are not familiar with the possible signs of abuse, how to record concerns and when to maintain confidentiality. This puts children at risk.  Risk assessments are not effective to ensure the premises are safe.  Records, including the daily register, are not accurate.  Activity planning and teaching are not good enough. Leaders do not effectively monitor the progress of individuals and groups of children to ensure all children are making the progress of which they are capable.  The key person system is ineffective. Parents do not know who their child's key person is and children fail to form secure attachments with staff.  Opportunities to provide daily outdoor play is not well planned, or risk assessed to

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It has the following strengths

 A wide range of resources are available for children to access freely.  Parents speak positively about the setting and the flexibility of the hours they can attend.

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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

 ensure the premises are safe by undertaking accurate risk assessment, and where necessary taking appropriate action, to minimise risks to children. This is with particular reference to the accessibility of hot radiator surfaces and food products being in date and healthy 23/11/2016

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Due Date

 ensure fire safety legislation is complied with, maintain firefighting equipment as legally required and keep fire exits free from obstruction 23/11/2016

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Due Date

 ensure leaders and staff are trained effectively to identity the possible signs of abuse and recognise issues in a child's life that may be a concern to their safety or well-being. Ensure these are recorded and acted upon if necessary, and that confidentiality is maintained, in line with the Local Safeguarding Children Board procedures 23/11/2016

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Due Date

 ensure that children have the opportunity to experience outdoor play daily and that any risks are assessed and minimised 23/11/2016

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Due Date

 ensure that leaders and staff are appropriately trained and skilled to deliver teaching that is consistently effective and provides quality learning and development experiences to secure children’s good progress. 23/11/2016

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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 the daily attendance record accurately records the names of all children and the times that children are cared for on the premises 20/10/2016

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Due Date

 develop the key person role to ensure children are securely supported to feel safe and settled. Work with parents so that they know who their child's key person and they know how to support their children's progress 04/11/2016

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Due Date

 improve the assessment and planning systems to effectively monitor the progress of individuals and groups of children and take effective action to ensure all children are making the progress of which they are capable. 04/11/2016

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Inspection activities

 The inspectors observed the quality of teaching during indoor and outdoor play and assessed the difference that this made to children's learning.  An inspector completed a joint observation with the manager.  The inspectors looked at planning, assessment and evaluation documents, including children's learning journals, to assess how children's progress is monitored and supported.  The inspectors spoke with the manager and staff and looked at relevant paperwork including staff files, safeguarding documents and the settings self-evaluation form.  The inspectors spoke to a number of parents and took account of their views.  The inspectors explored the security of the premises, the risk assessment arrangements and how effectively the leaders have identified and taken steps to minimise any potential risks.

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Effectiveness of the leadership and management is inadequate

Leaders have an inadequate understanding of their responsibility to meet the requirements of the Statutory framework for the early years foundation stage. Safeguarding and risk assessment are not effective. For example, fire extinguishers have not been serviced since 2005, very hot radiators are not fully guarded and are accessible to children and out-of-date food is available in the fridge. Leader’s evaluation of the quality of the provision does not identify weaknesses in teaching and the impact this has on children's learning. For example, leaders observe staff teaching practice but do not recognise areas for improvement. This means that changes to practice have not been effective in improving outcomes for children since the previous inspection. The range of resources for older children attending the out of school club have been increased to meet their interest and needs.

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Quality of teaching, learning and assessment is inadequate

The quality of teaching is poor. Assessments of what children can do are not consistently accurate and are not used well to plan effectively to support children's progress in their learning. Staff expectations of what children can do and learn are low. Too much adult direction in activities limits what children can do independently. For example, during an art activity staff supplied pre-drawn and pre-cut pictures and pre-cut tissue shapes. In most cases staff applied glue to the pictures and directed children where to place the tissue. Staff missed opportunities to develop children’s literacy and numeracy during the activity. They did not explore shape, size and texture or encourage children to try new words. Consequently, children do not have the opportunity to practise the skills they are beginning to develop, or to increase their vocabulary and mathematical understanding.

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Quality of teaching, learning and assessment is inadequate

Staff do not grasp opportunities to provide interesting activities that meet children's individual needs, provide sufficient challenge for more able children and engage children actively in play. As a result, children wander around the setting for significant amounts of time with nothing to do. They are not inspired to play and be curious about their surroundings. Consequently, children do not make good progress in their learning and development. A patio area has been created on the roof to provide opportunity for outdoor play. This is too small to allow children to gain much benefit from an outdoor environment, and it obstructs the fire exit escape route which is a hazard to safety in the event of an emergency. Parents contribute to initial assessments when their children start at the setting. Parents do not know who the key person for their child is. As a result, parents are not well informed about their child's progress or how they can support them at

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Personal development, behaviour and welfare are inadequate

The key person system is not implemented well enough. This means settling-in arrangements do not support new children to develop secure attachment with staff. Children do not seek out their key person for comfort when they are distressed and unsettled. Comforters from home are not made available to the children when they need them and staff dismiss children's request without providing an honest response. For example, a child's comfort blanket was not provided when he was upset and trying to sleep, and each time he asked for his soother he was informed that staff would ring his parent to bring it in. This did not happen. Children do not develop emotional security and trusting relationships with their carer’s. Children are learning to share well, for example, they know to take turns in passing the ball to each other during a game of catch. Children’s behaviour is satisfactory. They listen to and respond to instructions by staff.

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Outcomes for children are inadequate

Children do not make the best possible progress from their starting points. Children play socially alongside each other. They are interested in learning and engaging with others who show an interest in them. Children are acquiring some basic skills to help them prepare for the next stage in the learning and they are developing some independence in their self-care skills. However, the weaknesses identified in staff’s observations and assessments means that the information recorded about the children is not reliable. Weaknesses in the quality of teaching and assessment practice mean that children do not make the progress they are capable of. Children are not inspired to learn, to improve their concentration or language skills, or increase confidence in their own abilities in readiness for school.

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Setting details

Unique reference number EY491244 Local authority Essex Inspection number 1074980 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 1 - 10 Total number of places 30 Number of children on roll 16 Name of registered person Joy Emoghware

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reference number

Date of previous inspection 26 April 2016 Telephone number 07930254111

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reference number

JCM Childcare was registered in 2015. It is situated in the centre of Colchester, Essex. The setting employs six members of childcare staff. Of these, four hold appropriate early years qualifications at level 2 and above, including the registered provider who holds early years professional status. The setting opens from Monday to Friday, for 50 weeks of the year. Sessions are from 7.30am until 6.30pm.

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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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