George Street Community Nursery

George Street Community Nursery 2-6 George Street, Lozells, Birmingham, B19 1NX

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Inspection date

Previous inspection date 13 November 2017 13 November 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

 Staff do not manage children's behaviour appropriately or safely. Staff do not report inappropriate behaviour management of children by other staff because they do not recognise it as a concern. This places children at risk of harm.  Children's health and well-being are significantly compromised. Children who are not assigned to a key person are frequently unsettled and distressed. Poor staff deployment during mealtimes, results in children eating each other’s food, to which they may be intolerant or allergic. Staff’s management of children’s toilet training fails to support their physical and emotional development.  Teaching and assessment are weak. Staff do not know how to plan challenging and interesting activities. Poor performance management and supervision arrangements do not address the weaknesses in staff practice or children’s progress. This means that outcomes for children are poor.  Recruitment decisions and induction training are ineffective. Leaders have made

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This provision is inadequate

appointments accepting invalid references and poor quality answers in interviews. Staff do not receive appropriate induction.  Required records are insufficiently maintained. Records used by staff in an emergency evacuation do not identify all the children present. Accident and medication records lack sufficient detail. This compromises children’s safety.

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It has the following strengths

 Babies are cared for in a calm environment and staff support them well.

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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 intend to take steps to suspend registration and will issue a Welfare Requirements Notice requiring the provider to:

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Due Date

 ensure all staff manage children’s behaviour in an appropriate way 15/12/2017  where physical intervention is used, ensure it is only for the purposes of averting immediate danger of personal injury to any person (including the child) or to manage a child’s behaviour if absolutely necessary 15/12/2017

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Due Date

 maintain records to ensure the safe and efficient management of the setting. In particular, children's attendance registers must accurately reflect the number of children in attendance at any given time and accident records must be completed fully with accurate and detailed information 15/12/2017

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Due Date

 implement a clear and consistent policy, and procedures, for administering medicines. Include systems for obtaining information about a child’s needs for medicines, for keeping this information up-to-date and keeping a clear written record each time a medicine is administered to a child, and for informing the child’s parents 15/12/2017

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Due Date

 assign a key person to each child to help ensure that every child’s care is tailored to meet their individual needs, to help the child become familiar with the setting, offer a settled relationship for the child and build a relationship with their parents 15/12/2017

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Due Date

 support staff in gaining the necessary skills to enable them to assess children’s learning accurately and deliver good quality teaching and learning experiences. These experiences should cover all areas of learning and meet the needs of children at different stages of development 15/12/2017

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Due Date

 improve the monitoring of staff practice, the programmes and provision of learning in order to establish an accurate understanding of any gaps and take swift action to ensure all children make suitable progress 15/12/2017

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Due Date

 ensure all staff receive robust induction training to help them understand their roles and responsibilities 15/12/2017

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Due Date

 ensure that children are adequately supervised and staff effectively deployed to ensure children’s needs are met and they are kept safe, particularly in relation to the lunch time for toddlers 15/12/2017

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Due Date

 ensure all practitioners have appropriate training, skills and knowledge to ensure children's personal independence is 15/12/2017 effectively supported, in particular, for children's toilet training  put in place appropriate arrangements for the effective supervision of staff to provide support, coaching and training for staff, to promote the interests of children, secure continuous improvement and to encourage the confidential discussion of sensitive issues 15/12/2017

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Due Date

 train all staff to understand safeguarding policy and procedures, and ensure that all staff have up to date knowledge of safeguarding issues. This is to include identifying and challenging inappropriate behaviour displayed by other members of staff 15/12/2017

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Due Date

 ensure that people looking after children are suitable to fulfil the requirements of their roles 15/12/2017

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Due Date

To meet the requirements of the Childcare Register the provider must:

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Due Date

 ensure that children’s behaviour is managed in a suitable manner 15/12/2017  keep consistent records of the following: a daily record of children's hours of attendance; accidents and any medicine administered to any child, including the date and circumstances and who administered it, including medicine which the child is permitted to self-administer, together with a record of a parent/guardian/carer’s consent 15/12/2017

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Due Date

 train all staff on the written statement of procedures to be followed to safeguard children from abuse or neglect. 15/12/2017

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Inspection activities

 This inspection took place as a result of a risk assessment following a significant safeguarding concern in May 2017 and the issue of a Welfare Requirements Notice.  The inspectors observed the quality of teaching and its impact on children's learning both indoors and outside.  The inspectors held meetings and joint observations with the manager.  The inspectors looked at a range of documentation, including records of the progress children have made, the setting's action plan, policies and procedures and evidence of suitability of staff working in the nursery.  The inspectors spoke with staff and children at suitable times throughout the inspection.  The inspectors spoke to a number of parents and took account of their views.

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Effectiveness of the leadership and management is inadequate

This inspection was carried out in response to Ofsted's investigation and monitoring of a concern regarding staff's mismanagement of children's behaviour. During the monitoring period, leaders demonstrated a drive to improve and a decision was made to evaluate the improvement through inspection. However, leaders have not done enough to protect children and do not have the capacity to make the required improvements. Arrangements for safeguarding are not effective. Leaders have failed to safeguard children from staff's inappropriate and poor behaviour management. They have not done enough to ensure children's learning, development and welfare are promoted. Requirements are not met and since Ofsted's last visit, concerns have increased. Although leaders provided staff with external support and training to improve their behaviour management strategies, this has not been followed up and weaknesses remain. Child protection training

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Effectiveness of the leadership and management is inadequate

has helped to secure staff's knowledge about wider safeguarding issues, such as the ‘Prevent’ duty. Staff articulate a knowledge of how to report a concern about a colleague but do not do this in practice. Staff continue to manage behaviour with methods that severely compromise children's safety and emotional well-being. Leaders do not intervene to challenge or address poor staff practice. This is a significant failing in light of a number of allegations that have been made against staff. Children's challenging behaviour is a reflection of their boredom. This often results in children sustaining injuries. The accident records are not monitored or analysed in order to improve staff practice and keep children safe. The system in place for managing children’s medication is not clear to all staff. More recently, leaders have not obtained valid references or robust evidence through interviews to support their decisions to employ a new deputy manager. Staff supervision sessions

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Effectiveness of the leadership and management is inadequate

include basic discussions about children's learning and development. However, the manager fails to discuss any staff behaviour concerns, and offers little support to staff to help them provide challenging and interesting experiences for children. The quality of teaching and the progress of children is not monitored. Consequently, gaps in children's learning do not diminish because leaders do not have a clear knowledge of the attainment of individual children or groups of children.

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Quality of teaching, learning and assessment is inadequate

Children do not make the progress they are capable of in their learning from the time they start nursery. Children are not consistently engaged in purposeful activities that are matched to their differing abilities. Their disruptive behaviour has a negative effect on all children's care and learning. There are sufficient numbers of staff in the toddler and pre- school rooms, however, they have a poor knowledge of how to best support children's learning and development. Staff are not well deployed to purposefully interact with children in order to spark their learning and encourage their curiosity or imagination. Staff ask questions without giving children time to listen, think and respond. The planning of activities and the range of resources, both indoors and outside, are poor and do not ensure all children are interested and motivated to learn. Staff do not use what they know about children's interests to plan stimulating activities. For example, some older, more

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Quality of teaching, learning and assessment is inadequate

confident children in the pre-school room recognise familiar words, such as their names. They confidently pronounce letters and sounds and can write their own names. Staff do not plan suitable activities to promote children's early writing and language skills. For example, they provide children with paint and crayons which are the same colour as the paper. Therefore, children do not gain a sense of what they have achieved from their mark making. Children show an interest in numbers. However, staff do not respond to children’s prompts. They do not use resources or everyday language to support children's mathematical thinking, problem solving or reasoning. Children lose interest, wander or run around the room. They climb on furniture and throw items at each other and onto the floor. Staff are disorganised and are more eager to spend time doing housekeeping tasks as opposed to engaging children in valuable learning opportunities.

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Quality of teaching, learning and assessment is inadequate

Leaders and staff do not recognise that the high noise level in both rooms makes it difficult for children to listen, pay attention and concentrate. Some children in the toddler room, do not have a key person assigned to them due to staff leaving. Other staff are unable to effectively plan how to support the children as they do not know who is responsible for them. Assessments indicate that when children start at the setting they have the skills and abilities typical for their age and developmental stage. However, the assessments that staff make are not reliable as they do not reflect children’s actual development levels. Babies develop their communication skills as staff talk to them and engage at their level. They practice crawling and walking in a safe environment.

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Personal development, behaviour and welfare are inadequate

The welfare of children is not adequately protected as a result of ineffective management and care of children. From early morning, and with the exception of babies, children come together in the pre-school room. Although some children arrive and are keen to engage, others arrive distressed. These children continue to be upset because they are not comforted by staff or helped to settle. Staff show little regard for these children. They continue to shout and raise their voices while distressed children are in close proximity. This does not support children's emotional well-being. Staff are not alert to children’s individual needs and fail to provide a positive care and learning experience for them. Children resort to amusing themselves and try and gain attention from staff. This leads to a disorderly environment where the noise level is exceptionally high. The chaos continues when children separate into the toddler and pre-school rooms. Children's behaviour puts

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Personal development, behaviour and welfare are inadequate

them and others at risk. For example, children climb onto furniture, they chase, kick and hit out at each other. These incidents go unnoticed by staff. Children shout and scream to express themselves over the noise. Children in the toddler room repeat this behaviour throughout the day. Staff lack the skills and ability to help children to learn about acceptable behaviours. Although staff sometimes remind children to use ‘kind hands’, this is not consistent. Staff’s approach to managing children’s poor behaviour is to repeatedly shout or curtly instruct them to sit, or take hold of them by the hand, arm or body to confirm. Children resist and protest. Children are given a varied range of healthy food. However, lunchtime in the toddler room is disorganised and poorly supervised. Staff recite a prayer but children do not engage or take any notice and they bang their cutlery on the table. Children spontaneously get off their chairs and wander around. They finish off each

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Personal development, behaviour and welfare are inadequate

other's food. Staff are not effectively deployed to supervise children and manage the lunchtime session in order for it to be an enjoyable, social occasion that supports children’s learning and maintains their good health. Pre-school children enjoy serving their own food and drinks which encourages their developing independence. However, the length of time this takes is prolonged and some children finish their meal before others have started. This limits the opportunity for them to engage in social conversation, led by staff. Pre-school children who are making good progress with their toilet training and who wear pants, remain in a nappy or training pants for most of the morning. Staff show no commitment to working closely with parents to support this important developmental milestone and get children ready for school. The premises are adequately safe, secure and welcoming. Staff provide opportunities for children to have exercise and fresh air. Staff

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Personal development, behaviour and welfare are inadequate

provide effective personal care for babies such as nappy changing and feeding. Staff are warm and attentive to baby's individual needs.

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Outcomes for children are inadequate

Children do not gain the full range of skills they need to prepare them for the next stage of learning and their eventual move to school. Children have daily opportunities to play outdoors, however, activities are not meaningful. For example, children show an interest in worms and digging, however, staff do not seize this opportunity to allow them to dig or talk about worms. As a result, children are not supported to follow their own interests in their play. Pre-school children describe out loud that their furry animals have gone to sleep. They initially play cooperatively alongside other children, however this often turns into squabbling and rivalry due to a lack of staff intervention and engagement. Staff fail to provide children with sufficient explanation about why their behaviour may be a risk to themselves or others. This means that children are not being taught to be kind, caring and tolerant and to understand the consequences of their behaviour on others. Children in the

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Outcomes for children are inadequate

toddler room display poor behaviour and have few opportunities to make choices and decisions. Children do learn some self-help skills and older children can fasten their coats unassisted. However, staff have a limited teaching focus during independent tasks, such as when younger children pour drinks or when they visit the bathroom. Staff loudly signal to children when it is tidy up time, however, most children show a disinterest and do not join in. Children have little time to finish an activity or they are bluntly told to go and choose something else when they show a particular interest. This does not support children's perseverance or motivation to learn. Although planning includes the celebration of other cultures, activities are not good enough to enable children to develop a sufficient understanding of people from different backgrounds. The setting's special educational needs advisor engages with parents and external agencies to assist children's individual

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Outcomes for children are inadequate

learning needs, such as speech and language. However, children's key persons are not suitably informed and do not know how to deliver planned support. For example, staff sit behind children while they talk to them. This does not enable children who receive targeted support for language development to see facial expressions as a form of communication. Children do not reach their full potential in this setting because of poor quality teaching.

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Setting details

Unique reference number 229149 Local authority Birmingham Inspection number 1110470 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 - 17 Total number of places 50 Number of children on roll 50 Name of registered person New Testament Church Of God

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reference number

Date of previous inspection 13 November 2014 Telephone number 0121 523 2269

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reference number

George Street Community Nursery was registered in 1997. The nursery employs 15 members of childcare staff. Of these, all hold appropriate early years qualifications, including a staff member who has an early years degree. The nursery opens from Monday to Friday all year round. Sessions are from 8am until 6pm. The nursery 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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