Giddy Zebras Childcare

Giddy Zebras Childcare St. Gregorys Church, Swarcliffe Drive, LEEDS LS14 5AW

p.1

Inspection date 13 December 2018 Previous inspection date 19 September 2016

p.1

This inspection: Inadequate 4

Previous inspection: Good 2 Effectiveness of leadership and management Inadequate 4 Quality of teaching, learning and assessment Inadequate 4 Personal development, behaviour and welfare Inadequate 4 Outcomes for children Inadequate 4

p.1

This provision is inadequate

n The provider's monitoring is not robust to identify all weaknesses. Assessments of children's progress are not kept up to date. The educational programmes do not meet children's learning and development needs. Overall, the quality of teaching is poor and outcomes for children are not improving. n The provider does not ensure all records are held securely and are available to view to those who have a right to see them, such as Ofsted. n The key-person system is ineffective. Staff do not use the information they gather from parents to tailor planning to children's individual learning and development needs from the start. They do not share information about children's stage of development with other staff. As a result, when key staff are absent from the setting, other staff do not have the information they need to support children's learning. n Staff do not carefully observe children, or use the information they gather from parents

p.1

This provision is inadequate

to ensure their knowledge of children's progress is up to date. Their assessments do not provide an accurate picture of children's current skills and abilities. Staff do not plan challenging experiences that help children to make good progress and motivate them to learn more. n Not all staff respond to each child's emerging needs and interests, or guide their learning and development through positive interactions. Staff do not support children effectively to build relationships with each other and play cooperatively. This includes children with special educational needs and/or disabilities who need extra support during their play. n Staff do not support children well enough to develop their communication and language skills. They do not know what languages children speak at home. Staff do not provide opportunities for children to develop and use their home languages in play and learning.

p.1

It has the following strengths

n Staff promote children's independence in self-care routines well and teach them why good hygiene is important.

p.2

What the setting needs to do to improve further

The provision is inadequate and Ofsted intends to take enforcement action: We will issue a Welfare Requirements Notice requiring the provider to: Due date develop effective arrangements for the monitoring and supervision of staff to provide support, coaching and training for staff and help them to undertake appropriate professional development opportunities to improve the quality of learning and development experiences and raise outcomes for children 11/01/2019

p.3

What the setting needs to do to improve further

ensure all required records are held securely and are available to view, with particular regard to the record of complaints 11/01/2019

p.3

What the setting needs to do to improve further

develop an effective key-person system to ensure that every child's learning and care are tailored to meet their individual needs, and ensure information about children's stage of development is shared effectively so that staff have the information they need to support children's learning when a child's key person is absent from the setting. 11/01/2019

p.3

What the setting needs to do to improve further

To meet the requirements of the early years foundation stage and Childcare Register the provider must: Due date ensure assessments of children's progress provide an up-to-date and accurate picture of children's skills and abilities to identify strengths and gaps in children's learning, and use the information effectively to plan suitably challenging experiences that help children to catch up and make at least good progress 11/01/2019

p.3

What the setting needs to do to improve further

implement each area of learning and development through well- planned, purposeful play that takes into account the individual needs, interests and abilities of each child and guide their development through warm, positive interactions 11/01/2019

p.3

What the setting needs to do to improve further

support children to build relationships with other children through play, encourage them to play cooperatively and take account of one another's ideas and develop the social skills they need for their future learning in school 11/01/2019

p.3

What the setting needs to do to improve further

support children better to develop their communication and language skills and, for children learning English as an additional language, provide opportunities for them to develop and use their home languages in play and learning. 11/01/2019 Inspection activities n The inspection was carried out following the risk assessment process. n The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning. n The inspector spoke with staff and children during the inspection. She completed a joint observation with the nursery manager, who is also the provider. n The inspector held meetings with the nursery provider and representatives from the local authority. She looked at relevant documentation and evidence of the suitability of staff working in the nursery. n The inspector spoke to parents during the inspection and took account of their views.

p.3

Effectiveness of leadership and management is inadequate

Safeguarding is ineffective. The provider does not ensure all records, which include confidential information about children, are held securely and available to view. For example, the provider has suitable procedures in place for dealing with concerns or complaints raised by parents and/or carers. However, the record of complaints could not be found during the inspection. Staff's knowledge and understanding of safeguarding and current child protection issues are secure. They know the signs that indicate a child might be at risk of abuse and the procedures to follow to report concerns about an adult or a child. The provider implements robust recruitment procedures to check that staff are suitable to work with children. She completes effective risk assessments for the premises and to ensure staff keep children safe during outings. The provider ensures the premises are suitably clean and maintained. She makes sure that children have access to

p.5

Effectiveness of leadership and management is inadequate

resources appropriate to their age and stage of development. The provider's arrangements for monitoring staff's practice and the educational programmes are not robust to identify all weaknesses. For example, the provider does not ensure that staff plan effectively to meet the individual learning needs of children. The lack of targeted training and support means that staff are not improving their skills to raise the standard of teaching and outcomes for children. The provider is exploring different ways to communicate with parents so that they are better informed about the nursery provision and what is on offer to their children.

p.5

Quality of teaching, learning and assessment is inadequate

The provider does not implement an effective key-person system. Although children have a named key person, some staff do not know enough about their key children to support their learning and development needs. For example, they do not know the ages and stages of development of their key children. They do not know what languages children speak at home. Children do not have any opportunities to use their home languages during play. In addition, staff do not complete accurate ongoing assessments of children's progress. This means that they do not have the information they need to plan effectively and to meet children's individual learning and development needs. Also, key staff do not share information with other staff members. This means that when key staff are not in the setting, other staff do not know enough about the children they are caring for, to support their learning. Nevertheless, staff find out children's interests from parents

p.5

Quality of teaching, learning and assessment is inadequate

and provide resources that reflect these. Staff share information about activities children have enjoyed in the setting with parents. For instance, some children enjoy painting and collage. This means parents can continue activities at home. On occasions, children enjoy adult-led activities in small groups that promote their learning. For instance, staff teach them about people who are there to help them. They talk about what to do if they lose their mummy or daddy in the supermarket. However, interactions between staff and children, overall, are poor. Often staff observe children playing, but do not engage with them. On the whole, there is little opportunity for children to talk about what they are doing and share their ideas. Staff do not support children's communication and language skills well,, which means children do not make enough progress to attain the basic skills they need for school.

p.5

Personal development, behaviour and welfare are inadequate

Staff do not stimulate children and motivate them to learn more. Children generally occupy themselves with the resources available. However, their play often lacks focus and they wander with little interest. Poor interactions between staff and children mean that children are not supported to develop their personal, social and emotional skills effectively. Staff do not support children to play cooperatively. Children play alongside each other, but staff do not encourage them to play together to share resources or to share their ideas. This sometimes leads to children demonstrating unwanted behaviour, such as snatching toys from each other or spoiling constructions other children have made. When unwanted behaviour occurs, staff remind children of rules, such as taking turns and being kind to their friends. However, there is not enough support for children to build relationships with each other. Key staff find out children's care routines from

p.6

Personal development, behaviour and welfare are inadequate

their parents and follow these in the setting, such as ensuring times that babies sleep and have their bottle are consistent. This information is shared between staff, so that children's care routines continue to be supported when their key person is absent from the setting.

p.6

Outcomes for children are inadequate

Children do not make good enough progress from their starting points. Where there are gaps in their learning, they are not supported well enough to catch up quickly. This means children are not developing some of the basic skills they need for their future learning. However, children learn about shapes and colours. They enjoy small-group activities where they listen to familiar stories, which helps to support their early literacy skills.

p.6

Setting details

Unique reference number EY496811 Local authority Leeds Inspection number 10086563 Type of provision Full day care

p.7

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register

p.7

Day care type

Age range of children 0 - 4 Total number of places 50 Number of children on roll 52 Name of registered person Giddy Zebras Limited

p.7

reference number

Date of previous inspection 19 September 2016 Telephone number 01132640836

p.7

reference number

Giddy Zebras Childcare registered in 2015 and is located in Leeds. The setting employs 12 members of childcare staff. Of these, 11 hold appropriate early years qualifications at level 2 or above. The nursery opens Monday to Friday, all year round, apart from a week at Christmas. Sessions are from 7.30am until 6pm. The setting provides funded early education for two- and three-year-old children.

p.7

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.

p.7

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.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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.

p.7

reference number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

reference number

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.8

reference number

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

p.8

reference number

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

p.8