Humpty Dumpty Preschool

Humpty Dumpty Preschool New Hope United Reform Church, Warley Road, Halifax, HX2 0AD

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Inspection date

Previous inspection date 18 January 2017 8 February 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

 Leaders do not have the required qualifications, experience and knowledge to lead and manage staff in order to achieve the best outcomes for children.  The systems for monitoring, evaluating and challenging staff performance are not effective in quickly improving the quality of practice to achieve the required standard.  Leaders do not monitor the progress of different groups of children. As a result swift action is not taken to help children at risk of falling behind to catch up.  Staff are not effectively deployed in order to support children’s learning and care when they most need it.  Children are not adequately supported by staff to develop a good understanding of acceptable behaviour. Children misbehave as a result.  Staff fail to use their knowledge of children to adequately plan activities that sufficiently support and challenge them to move forward in their learning.  Opportunities for children to access a broad range of challenging activities and

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This provision is inadequate

resources outdoors, which fully support their all-round development and progress, are limited.

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It has the following strengths

 Leaders ensure children regularly attend the pre-school. Parents are encouraged to bring their children to additional sessions to make up for those they have missed.  Children who have special educational needs and/or disabilities are supported well. Staff have built effective links with health visitors and other professionals. They know when to share information and concerns to secure early intervention where necessary.

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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

 recruit an experienced manager who holds at least a full and relevant level 3 qualification and is able to lead and develop staff practice and promote continual improvement 17/02/2017

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Due Date

 develop systems to monitor, evaluate and challenge performance to swiftly improve the quality of practice, particularly teaching 17/02/2017

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Due Date

 ensure that staff are effectively deployed to support and meet the needs of children at all times and to improve children’s understanding of acceptable behaviour. 17/02/2017

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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

 put in place systems for tracking different groups of children, so that any gaps in learning can be identified and managed at the earliest opportunity 17/02/2017

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Due Date

 improve the planning of activities and routines so that staff provide children with appropriate challenge and support to extend their learning so they make the best possible progress. 17/02/2017

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Due Date

To further improve the quality of the early years provision the provider should:

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Due Date

 provide more opportunities for children to access a broad range of challenging activities and resources outdoors, to fully support their all-round development and progress.

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Inspection activities

 The inspectors observed the quality of teaching during activities inside and outdoors and assessed the impact this has on children's learning.  The inspectors completed a joint observation with the acting manager.  The inspectors looked at a sample of children's assessment records and discussed the systems for planning children's play experiences.  The inspectors held meetings with the nominated individual and the acting manager and looked at a sample of policies, including risk assessments. They discussed the acting manager's procedure for self-evaluation and viewed evidence of the suitability, qualifications and recent training of staff working in the pre-school.  The inspectors spoke to parents and children during the inspection and took account of their views.

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Effectiveness of the leadership and management is inadequate

The continued lack of an appropriately qualified and experienced leader has significantly hindered progress towards meeting the action raised at the last inspection. Leaders do not have the required knowledge to lead the performance management of staff to secure high standards. Leaders have utilised the support of the local authority to help them make some improvements. As a result, they have begun to monitor the quality of teaching, including the accuracy of the checks staff make on children's progress. Leaders now provide some feedback to staff to help them improve. Systems for self-evaluation are weak and do not help leaders or staff to identify areas for improvement. New arrangements are providing opportunities for staff to talk about their key children and any concerns they may have. However, these systems are not embedded in practice; it is too early to see the impact on children’s progress or the quality of teaching. The

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Effectiveness of the leadership and management is inadequate

arrangements for safeguarding are effective. Staff have a secure understanding of the procedures to follow in the event of any concerns. Staff receive training and are regularly updated on a range of safeguarding topics.

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Quality of teaching, learning and assessment is inadequate

Staff do not effectively support children in quickly moving forward in their learning. Although staff observe and assess children's development and progress, they do not always make appropriate use of the information they gather. During adult-led activities and afternoon sessions, staff interactions with children are poor. Staff do not adapt activities to effectively sustain children’s interest. They often stand and watch the children or talk to other staff members. As a result, staff fail to engage some children or support them in their chosen activities. At other times children enjoy the opportunity to explore modelling dough, compost and water. Children eagerly investigate how the wheel turns when they pour water over it and look for the big and little fish. Staff talk to them about what they are doing and introduce new words such as, ‘splash’ and ‘pour’. Staff encourage parents to share examples of what children are learning at home and provide advice to

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Quality of teaching, learning and assessment is inadequate

help parents further support their child’s development.

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Personal development, behaviour and welfare are inadequate

Poor deployment and a lack of organisation of staff mean that some activities, such as snack and meal times are chaotic. Staff take a long time to serve the food and some children become frustrated. As a result, children start to misbehave, putting their food bowls on their heads and climbing on chairs. Furthermore, staff are not consistent in their approach to helping children understand the expectations of their behaviour. For example, although poor behaviour, such as throwing and snatching toys is challenged by staff, children continue to repeat their actions. Staff do not effectively tackle this unwanted behaviour. Despite this, some children are learning to share, take turns and play cooperatively together. Most children develop secure emotional attachments to their key person and readily go to them for comfort and support. Children's religious and cultural beliefs are meaningfully celebrated; their similarities and differences are valued as a

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Outcomes for children are inadequate

Weaknesses in leadership, staff practice and the quality of teaching, mean not enough children make sufficient progress in their learning. Leaders do not monitor how well different groups of children are doing. Consequently, staff do not know if there are gaps in the achievements between different groups of children to help them catch up. For those children entitled to additional funding, leaders and staff carefully consider how they can meet their needs, for example, by providing one-to-one support. Staff use their bilingual skills well to support children who speak English as an additional language. Children are acquiring some key skills needed for school. They independently put on their own coats and engage in play for long periods of time. Children of all ages enjoy looking at books and listening to stories.

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Setting details

Unique reference number EY473069 Local authority Calderdale Inspection number 1074336 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 2 - 4 Total number of places 24 Number of children on roll 17 Name of registered person Humpty Dumpty (Halifax) Pre-School Committee

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reference number

Date of previous inspection 8 February 2016 Telephone number 07952995710

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reference number

Humpty Dumpty Preschool re-registered in 2014 and is situated in the New Hope United Reform Church in Halifax. The pre-school employs four members of childcare staff. Of these, one holds an appropriate early years qualifications at level 1, two at level 2 and one at level 3. The pre-school opens Monday to Thursday from 9am until 3pm and Friday 9am until 1pm, during term time only. The pre-school provides funded early education for two-, three- and four-year-old children.

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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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