Buckets & Spades Nursery

Buckets & Spades Nursery 37-39 Victoria Road, Scarborough, North Yorkshire YO11 1SQ

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Inspection date 11 January 2019 Previous inspection date 1 April 2015

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This inspection: Inadequate 4

Previous inspection: Good 2 Effectiveness of 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

n The lead practitioner for safeguarding does not have sufficient knowledge or training to fulfil her role to protect children. As a result, when safeguarding concerns are identified, they are not dealt with promptly. Staff do not have a suitable understanding of the possible signs of abuse and are unclear about who to contact, to report allegations and concerns about members of staff. n Staff do not know the potential signs that a child or family may be vulnerable to radicalisation. They do not have a sufficient regard to their responsibilities under the 'Prevent' duty guidance. n The manager has not taken all reasonable steps to assess specific risks in relation to staff who have serious allergies, particularly those who come into contact with certain foods. n The quality of teaching is variable. Staff do not effectively plan or shape learning experiences to help all children make suitable progress towards their individual learning

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This provision is inadequate

goals. n Staff do not use information from parents' and children's ongoing progress assessments to identify and close potential gaps in learning. n The majority of staff have not had the opportunity to update and develop their skills and knowledge to work with children. As a result, the quality of teaching is variable. n The manager has not monitored or used pupil premium funding effectively to close gaps in older children's learning.

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It has the following strengths

n Children with special educational needs and/or disabilities (SEND) are effectively supported. Staff have good partnerships with their parents and other professionals.

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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 that the lead practitioner for safeguarding children receives necessary training to enable them to respond appropriately to signs of possible abuse and provide guidance to staff when concerns about children are brought forward 22/02/2019

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What the setting needs to do to improve further

develop all staff's understanding of the procedures to follow if they have concerns about children's welfare or staff's conduct to ensure they respond in a timely and appropriate way 22/02/2019

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What the setting needs to do to improve further

ensure that all staff are aware of their responsibilities with regard to the 'Prevent' duty guidance for England and Wales 2015, including the signs of possible radicalisation and extremism, to notify agencies without delay 22/02/2019

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What the setting needs to do to improve further

implement robust risk assessments to ensure staff are not exposed to risks, specifically in relation to food allergies 25/01/2019

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What the setting needs to do to improve further

improve the quality of staff's teaching and ensure they plan challenging and stimulating learning experiences which help all children to make the best possible progress 24/05/2019

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What the setting needs to do to improve further

ensure that staff gather children's starting points from parents and develop staff's overall use of the assessment information to benefit children's progress and prevent potential gaps in learning 05/04/2019

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What the setting needs to do to improve further

ensure staff receive appropriate training so they are suitably skilled and have a clear understanding of their role to keep children safe and to provide a high-quality learning experiences for children. 22/02/2019

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

n consider how specific funding is used to close the gaps in older children's learning, particularly in their mathematical development, and monitor the impact this has on their progress.

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What the setting needs to do to improve further

Inspection activities 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 the children and staff throughout the inspection. n The inspector completed joint observations with the nursery manager. n The inspector held a meeting with the nursery manager. She looked at relevant documentation, such as the nursery's policies, children's learning information and evidence of the suitability of staff working in the nursery. n The inspector obtained written feedback from parents and took account of their views.

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Effectiveness of leadership and management is inadequate

Safeguarding is not effective. Staff, including the designated safeguarding lead, have not received adequate training to help them keep children safe from harm. For example, some staff do not know how to respond if a child is at risk of immediate harm and the designated safeguarding lead does not follow up concerns thoroughly and without delay. In addition, some staff members are not aware of the 'Prevent' duty guidance or how to identify when a child may be at risk of radicalisation. Staff are provided with some opportunities for supervision and professional development and have accessed training. However, the manager has not ensured that training and development is focused on developing staff's teaching skills and maintaining an up-to-date knowledge of the requirements of the Statutory Framework for the early years foundation stage. The manager monitors the impact of inclusion funding and this has had a positive impact on

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Effectiveness of leadership and management is inadequate

supporting some children's individual needs. However, children who are in receipt of pupil premium funding continue to have gaps in their mathematical development and plans are not well targeted to narrow these. This impacts on the overall progress that some children make. The manager has developed good partnerships with local schools. She regularly gathers feedback to reflect on how to further support children in readiness for school.

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Quality of teaching, learning and assessment requires improvement

Teaching is inconsistent across the staff team and this has a negative impact on children's learning. For example, some staff who work with toddlers do not have a suitable knowledge of the expected levels of progress that children should be making at this age. In addition, teaching lacks purpose. Despite this, babies thoroughly enjoy exploring sensory objects during 'tummy time' and others are engrossed in using paints to cover their hands and arms. Staff model language to help children to develop their communication skills. They give children regular praise and help them to keep exploring in new ways. Older children enjoy group activities and develop good social skills as they sing together and wait for their turn to take an active part. The quality of staff's observations and progress assessments is variable. Some assessments do not show parental involvement from the start and areas of slower progress are visible but not

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Personal development, behaviour and welfare are inadequate

Staff do not have a suitable understanding of child protection matters to keep children safe. This has an impact on the overall welfare of children. Children have developed secure bonds with their key person and are happy in the nursery. Staff who care for babies have a good knowledge of their care needs and follow their routines from home. This has a positive impact on babies' well-being and they are very settled. Children's behaviour is managed positively and staff respond effectively to support children to understand boundaries. Staff challenge toddlers to see who can tidy up the fastest and children show pride when they receive praise. Older children enjoy developing physical skills and have free-flow access to the outdoor area. They know how to make healthy food choices and follow good hygiene practices. Staff promote inclusion and encourage children to be kind and respectful towards each other.

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Outcomes for children require improvement

Some children do not make enough progress towards their individual learning goals and gaps in learning are not closing. However, children with SEND make very good progress with their communication skills. Overall, children enjoy their play and are willing to take part in some activities. However, their concentration and motivation quickly dissipate and they move on without deeply engaging in any purposeful learning. Older children develop some of the skills they need to start school and are confident and independent.

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Setting details

Unique reference number EY283140 Local authority North Yorkshire Inspection number 10071076 Type of provision Full day care Registers Early Years Register Day care type Childcare on non-domestic premises Age range of children 0 - 5 Total number of places 98 Number of children on roll 115 Name of registered person Sugar & Spice Partnership

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reference number

Date of previous inspection 1 April 2015 Telephone number 01723 378 407

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reference number

Buckets and Spades Day Nursery registered in 2004. The nursery employs 20 members of childcare staff, who all hold appropriate early years qualifications, including the manager who has a foundation degree in early years. The nursery opens from Monday to Friday all year round. Sessions are from 7.30am until 6pm. The nursery provides funded early education for two-, three- and four-year-old children.

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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.

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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.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.

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