Crayford Stars Pre-School

Crayford Stars Pre-School 175 Townhall Square, DARTFORD, DA1 4FN

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Inspection date

Previous inspection date 19 April 2017 18 March 2014

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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

 Safeguarding is ineffective. Staff do not liaise with parents and other agencies when there may be concerns about children. They do not follow their own procedures in respect of the storage and use of personal mobile phones.  Leaders and managers have not identified weaknesses in practice, such as in teaching and learning and the quality and accuracy of assessment.  Children are not supported by practitioners who understand their needs and have the skills to extend their learning through good quality communication, activities and resources.  Children become involved in unwanted behaviour because they are not appropriately stimulated and engaged in play and learning.  Information about what children can do is not accurate or used effectively. Therefore, children do not make as much progress as they could.

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It has the following strengths

 Children are given a range of healthy foods at snack time.  Parents report that staff are friendly and there is a 'family feel' to the nursery.

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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 policy and procedures for safeguarding, particularly in relation to the storage and use of mobile phones and cameras, are adhered to 28/04/2017

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Due Date

 implement the setting’s policy and procedures for safeguarding children and respond in a timely way when there are concerns which may indicate that children are at risk of harm 28/04/2017

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Due Date

 develop systems to monitor the quality of the nursery accurately and identify areas of weakness so that staff can be supported to improve their practice in these areas, particularly in relation to the quality of teaching, learning and assessment 28/04/2017

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Due Date

 make sure the key person system is effective in identifying and planning for each child’s individual needs 28/04/2017

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Due Date

 ensure children’s behaviour is managed positively and consistently to enable children to feel secure and supported to improve behaviour, cooperation and respect for others. 28/04/2017

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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

 provide challenging and enjoyable experiences for children which take into account their individual needs, interests and stage of development 28/04/2017

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Due Date

 make sure assessments of children’s development are accurate and take into account the views of parents so that appropriate activities can be planned and children make good progress. 28/04/2017

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Inspection activities

 The inspection was carried out following the risk assessment process.  The inspector observed activities both indoors and in the outside area.  The inspector spoke to children, staff, and the manager at appropriate times during the day. She held a meeting with the manager and provider.  The inspector carried out a joint observation with the manager.  The inspector spoke with parents and took account of their views.  The inspector looked at displays, evidence of training and a range of other documentation including, policies and procedures.

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Effectiveness of the leadership and management is inadequate

Safeguarding is ineffective. A number of weaknesses in the setting’s practice mean that children are not safeguarded from potential risk of harm. The provider has taken some action to meet the requirements of the ‘Statutory framework for the early years foundation stage’ identified as requiring improvement at a previous visit. However, not all actions had been fully addressed. The recently updated policy and procedure for the use and storage of personal mobile phones and cameras states they must be stored in the storage cupboard. However, leaders and managers do not ensure the policy and procedures are adhered to and personal mobile phones are accessible to children, staff and visitors. All staff have received safeguarding training. However, they are not vigilant in working together with parents and other professionals to identify whether there are concerns about children's welfare. This is because staff are not confident to follow up on

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Effectiveness of the leadership and management is inadequate

information they have or to use the procedures in place to safeguard children. Staff receive regular training and support. However, this has not brought about the required improvement because leaders and managers have not identified weaknesses in practice effectively. Parents report they like the 'family feel' to the nursery.

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Quality of teaching, learning and assessment is inadequate

Staff do not understand how to support children's learning through their interactions and the resources and activities they provide. For example, an adult-led activity using playdough is not developmentally appropriate for the children taking part. Staff do not extend children's learning effectively. For example, they do not promote children’s mathematical development well when children easily identify a heart shape. Younger children are not provided with resources which sustain their interest. For example, they are given a number of electronic toys to support their learning, however the vast majority of these do not work and they are not fit for purpose. When younger children play with the toy kitchen, staff questions do not engage or sustain children’s interest and they move away from the activity. Key persons show they have some understanding of their key children's needs, such as when they use a toy tractor to engage a child in some singing.

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Quality of teaching, learning and assessment is inadequate

However, this is not consistent and the key person system is ineffective in ensuring all children's needs are met. This is because younger, more able, children and those with identified needs, spend long periods of time without any interaction with staff or other children, which then leads to unwanted behaviour.

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Personal development, behaviour and welfare are inadequate

Children's behaviour is not managed in a way which supports their understanding of what is expected and why. Children become involved in behaviour which is inappropriate, such as tipping over the water jug, because their interests are not sustained and they are not engaged in purposeful play. Staff do not explain that the behaviour is not appropriate or why children should behave in certain ways and this means that children do not receive consistent messages about what is acceptable. Children do not receive consistent messages about healthy lifestyles and healthy eating. This is because staff do not have the knowledge and skills they need to support children's learning through activities and discussion and staff do not work with parents to promote children's health. Children are provided with a range of healthy fruits for snack. However, children bring food from home for lunch which does not provide them with the nutrition they need to sustain good health.

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Personal development, behaviour and welfare are inadequate

Packed lunches are high in carbohydrates and low in vitamins and minerals and adults do not encourage children to eat their more healthy foods before eating the more unhealthy items. Children are supported to develop their independence. For example, they pour their own water and milk at snack time. However, at lunch time, pre-school children are not supported to drink from cups appropriate for their age and stage of development and this does not help them get ready for school.

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Outcomes for children are inadequate

Children are confident to choose what to play with and to approach staff, but they do not make as much progress as they could. This is because staff lack understanding of how to extend children's learning through exciting and engaging activities and conversation. Assessments of children’s learning are inaccurate and this means staff do not plan appropriate activities to help children move on to the next stage in their learning. Parents provide information about their children when they start at the setting. However, this is not used effectively by key persons to build on children's existing knowledge, skills and interests.

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Setting details

Unique reference number EY470259 Local authority Bexley Inspection number 1096056 Type of provision Sessional 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 30 Number of children on roll 28 Name of registered person Stand Out Theatre Limited

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reference number

Date of previous inspection 18 March 2014 Telephone number 02034170184

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reference number

Crayford Stars Pre-School registered in September 2013. It is one of four settings run by Standout Theatre Limited. The pre-school operates from a large room above Crayford library in the London Borough of Bexley. The pre-school has use of the main playroom, a kitchen and toilets with sole use during the hours of operation. There is space on the first floor for children to play outside. The pre-school is open each day during term time; Monday 9am to 2pm, Tuesday 9am to 1pm and Wednesday to Friday 9am to 3pm.

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The pre-school is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. There are ten members of staff. All are qualified with four holding Early Years Professional Status. There are currently 28 children in the early years age range on roll. The nursery receives funding for the provision of free early education for children aged two, three and four years. The nursery also supports children learning English as an additional language.

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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. 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

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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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