Setting EY498582

Report for Childcare on Domestic Premises

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Inspection date

Previous inspection date 27 June 2017 Not applicable

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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 Requires improvement Personal development, behaviour and welfare Inadequate 4

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This inspection: Inadequate 4

Outcomes for children Requires improvement

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This provision is inadequate

 The provider has failed to put effective systems in place to check the suitability of staff or keep a record of all vetting checks that have been completed.  The provider has not ensured all those working with the children are alert to all possible indicators of abuse or neglect to protect children from harm.  There is not always a suitable number of staff to care for the children attending. This puts children's safety at risk.  Staff are not always carefully deployed. For example, a first aider does not always accompany children on outings. Children's welfare is not promoted effectively.  Staff do not always fully consider the age, stage of development and interests of the children when planning activities and experiences. They do not consistently promote children's individual learning needs.  Staff do not receive the focused support they need to help them fulfil all of their roles and promote continuous improvement.

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This provision is inadequate

 Managers do not monitor the quality of teaching, assessment or children's progress carefully enough to enable them to further improve.  Self-evaluation is weak. The provider has failed to identify all weaknesses and take effective action to address them, in order to achieve and maintain good standards.

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It has the following strengths

 The environment is well resourced. Children have positive relationships with the caring and friendly staff. They have fun and comment that they like attending.

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What the setting needs to do to improve further

To meet the requirements of the early years foundation stage and the Childcare Register the provider must:

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Due Date

 put effective systems in place to check the suitability of staff, which must include providing Ofsted with the information they require to complete the necessary checks, and keep a record of all vetting checks that have been completed 30/06/2017

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Due Date

 ensure all those working with the children are alert to all possible indicators of abuse or neglect to be able to protect children from different types of harm 30/06/2017

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Due Date

 ensure that there is a suitable number of staff to care for the children attending at all times 30/06/2017

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Due Date

 review the deployment of staff and ensure that a qualified first aider always accompanies children on outings to promote their welfare 30/06/2017

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Due Date

 enhance the planning so that activities and experiences provided fully consider the age, stage of development and interests of the children to consistently promote their individual learning needs 30/09/2017

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Due Date

 improve the supervision arrangements and provide staff with the support they need to help them fulfil all of their responsibilities and promote continuous improvement. 30/09/2017

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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

 monitor more carefully the quality of teaching, assessments and children's progress, in order to further improve  extend self-evaluation to help identify all weaknesses and take effective action to address them, in order to help achieve and maintain good standards.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outside. She assessed the impact this has on children's learning.  The inspector completed a joint observation with the manager of the setting.  The inspector held a meeting with the setting management team. She looked at relevant documentation, policies and procedures.  The inspector checked the evidence of the suitability of staff working in the setting.  The inspector spoke to a small selection of children and parents during the inspection and took account of their views.

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Effectiveness of the leadership and management is inadequate

The provider does not fully understand all of their responsibilities. The organisation of the setting is poor. The setting has recently been experiencing a time of staff changes. This has led to managers covering in different roles and struggling to fulfil all of their day-to- day responsibilities. The arrangements for safeguarding are not effective. The provider does not have effective systems in place to check the suitability of staff. Furthermore, they have failed to provide Ofsted with the information required to complete necessary suitability checks on new staff in a timely way. Managers and staff do not have a very clear understanding of newer safeguarding legislation and government guidance. This specifically refers to possible signs that a child is at risk of being exposed to extreme ideas or practices. Children are potentially not kept safe from some types of harm. The arrangements for the supervision of staff are not good enough. Most of the staff are

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Effectiveness of the leadership and management is inadequate

qualified and have some basic ongoing training to help them keep some of their skills up to date. However, staff do not yet benefit from the coaching and mentoring they require to ensure they successfully fulfil all of their roles and their practice continually improves. The provider does not yet have a good enough overview of the quality of the provision to further improve.

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Quality of teaching, learning and assessment requires improvement

The quality of teaching varies. Staff do not always plan suitably challenging activities for children. They do not always make good use of what they know about children's development so far to promote their individual learning needs. Managers do not yet monitor teaching practice, assessments staff make and children's progress well enough. Children do not progress as well as possible. Nevertheless, staff generally provide a broad range of activities that helps to promote different aspects of children's learning. For example, all children have fun getting involved in creative activities, such as painting. Staff help children use different tools, such as brushes, sponges and plastic shapes. Staff interact with children warmly. They talk to children about their artwork and add some explanations to their learning. Partnership working is established. Staff share information about children's development and well-being with parents, other providers and

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Quality of teaching, learning and assessment requires improvement

professionals. Parents comment that they are happy with the service provided.

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Personal development, behaviour and welfare are inadequate

Weaknesses within safeguarding practices mean children's safety and welfare are not adequately promoted. The provider does not ensure that the required adult-to-child ratios are maintained, particularly in the mornings. Staff with particular skills do not always deploy themselves effectively. Sometimes when children are taken on outings to school, they are not always accompanied by staff who hold first-aid qualifications. Nevertheless, staff promote children's well-being in some ways. The premises are secure. Managers regularly review the written risk assessments and staff conduct daily visual checks to help minimise any potential hazards within the environment. This includes the owner's pet dogs, who children do not come into contact with at any time. Children learn about the importance of living well. Staff talk to children about the importance of a good diet. They ensure children adopt good hygiene routines. Staff also encourage physical activity.

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Personal development, behaviour and welfare are inadequate

Children enjoy jumping on the trampoline, climbing on the playground equipment and riding around on wheeled vehicles outside. Children learn to behave well. They adhere to the simple boundaries set. Staff promote acceptance, tolerance and respect.

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Outcomes for children require improvement

Children are not yet highly motivated learners. Sometimes they struggle to choose activities or become fully absorbed in their learning. Nevertheless, children do acquire some of the basic skills they need to move on to school. Any children requiring additional support are identified and helped to catch up. Children are fairly confident and independent. They can select toys and resources with support. They also learn to manage their self-care needs. Children are acquiring skills in communication, language and literacy. They enjoy singing familiar songs, experimenting with musical sounds and reading stories. Pre-school children competently express their opinions and share their thoughts. They are also are encouraged to recognise their own names during registration and have a go writing some recognisable letters. Children can listen and follow instructions. They are developing social skills and can play well alongside or with others.

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Setting details

Unique reference number EY498582 Local authority Worcestershire Inspection number 1101120 Type of provision Full-time provision Day care type Childcare - Domestic Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 8 Total number of places 36 Number of children on roll 52

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reference number

Date of previous inspection Not applicable

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Telephone number

Little Squirrels registered in 2016 and is located in Worcester. The setting employs seven members of childcare staff. Of these, four hold appropriate early years qualifications at level 2 and above. The setting operates all year around. Sessions are available Monday to Friday from 8am until 6pm. The setting provides funded early education for three- and four-year-old children.

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Telephone 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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Telephone 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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Telephone number

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Telephone number

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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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