Winson Green Pre-School

Winson Green Pre- School Bishop Latimer United Church, Latimer Hall, Birmingham B18 4QD

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Inspection date 15 May 2019 Previous inspection date 13 July 2016

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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

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This provision is inadequate

n Leaders and managers do not have a good overview of the setting. The supervision meetings that take place are not effective in identifying weaknesses in practice. Self- evaluation is ineffective in prioritising what needs to be done to drive improvement. n Partnership with parents is poor. Some parents do not know who their child's key person is. Information is not shared to ensure children's individual needs are met. n The key-person system is ineffective. Staff do not know children well enough. Therefore, their learning and care are not tailored to meet their individual needs. n Staff do not have a good enough understanding of the different ways children learn. This means routines and activities are too structured and staff do not recognise how to respond to children's emerging needs or interests. Children are not challenged or stimulated in their learning. n Staff do not use information gathered from observations to accurately assess children's

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This provision is inadequate

learning and identify any gaps quickly. They do not understand how to put effective strategies in place to close gaps and help children to make good progress. n Staff do not consistently provide targeted intervention for all children who may need additional support and those who speak English as an additional language. They do not liaise with parents and other agencies at the earliest opportunity. n Strategies for managing children's behaviour are poor. Staff are often negative and do not give clear messages to help children to understand expectations and boundaries.

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It has the following strengths

n Children have opportunities for fresh air and exercise as they take walks in the local community and visit the allotment. n Staff promote diversity well. They celebrate different festivals and help children to understand the similarities and difference in people and varying communities.

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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 the arrangements for the supervision of staff support them to undertake appropriate training and professional development to improve the quality of teaching and offer quality learning experiences for all children 10/07/2019

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What the setting needs to do to improve further

make effective links with parents and share regular information and ideas with them about their children's progress so that they can support their child's learning at home 26/06/2019

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What the setting needs to do to improve further

provide targeted intervention, for all children who require additional support, at the earliest opportunity, including liaison with parents and other agencies where appropriate 26/06/2019

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What the setting needs to do to improve further

implement an effective key-person system and ensure each child's care and learning are tailored to meet their individual needs 26/06/2019

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What the setting needs to do to improve further

ensure staff fully understand the different ways children learn and plan a range of interesting and stimulating activities that offer appropriate challenge and promote their emerging needs 10/07/2019

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What the setting needs to do to improve further

ensure staff make accurate observations and assessments of children's learning and use this information to identify gaps and shape learning experiences for each child to help them reach expected levels of development 10/07/2019

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What the setting needs to do to improve further

ensure children's behaviour is managed in an appropriate way and help staff to provide clear and consistent messages for all children about what is expected. 26/06/2019

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What the setting needs to do to improve further

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 inspectors spoke with staff and children during the inspection. n The inspector completed a joint observation with the manager. n The inspector held a meeting with the manager and provider. She looked at relevant documentation and evidence of the suitability of staff working in the pre-school. n The inspectors spoke to parents during the inspection and took account of their views. Inspector Emma McCabe

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Effectiveness of leadership and management is inadequate

Leaders and managers have not yet identified all aspects of practice that are weak. Staff meetings and training have taken place. However, the information shared has been ineffective in driving forward improvement. This results in poor teaching. Children's learning is hindered because staff do not understand how to promote all areas of learning. The monitoring of teaching and assessments is poor. The manager does not have a good enough insight into the assessments that have been completed and gaps in children's learning are not closing. The weaknesses in teaching and learning have a significant impact on the progress children make. The arrangements for safeguarding are effective. Staff have a suitable understanding of their responsibilities to safeguard children and protect them from harm.

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Quality of teaching, learning and assessment is inadequate

Teaching is poor and staff do not have high enough expectations of all children. Children are not benefiting from a stimulating environment that is matched to their age and stage of development. Staff do not challenge children in their learning and are often too directive. For example, during an outdoor activity children are told to dig a hole and plant a potato. There is very little discussion about what they are doing and why and children are quickly moved on for another group to take part. Staff do not recognise when group time is too long for the youngest children or how to extend for the older most-able children. The limited resources do not inspire children to become engaged in their learning. This results in many children wandering around the room. There is a high number of children with either English as an additional language or who have speech and language delay. Staff do not promote communication and language well enough to

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Quality of teaching, learning and assessment is inadequate

help extend children's speaking, listening and understanding.

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Personal development, behaviour and welfare are inadequate

Staff do not know their key children well enough. They gather some basic information about children's care needs when they first start, but this is not detailed enough. Staff do not plan suitable experiences matched to children's individual needs. Information about children's progress is not shared with parents, to help them support their child's learning at home. Staff do not help parents get the support needed when gaps in children learning are identified. Staff do not know how to manage children's behaviour well. They often tell children that they cannot do something with very little explanation. They force children to sit even when they do not want to. This does not support children's emotional well-being as they often get upset and children are not engaged in their learning.

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Outcomes for children are inadequate

Children are not making good progress. They are not being supported to develop the key skills in readiness for school. Some children are significantly below expected levels for communication and language development, and personal, social and emotional development. Staff do not know how to provide activities and experiences to raise attainment in these areas. Many of the older children appear confident and form friendships with their peers. They are developing some independence with managing the toilet and putting on their coats.

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Setting details

Unique reference number EY491362 Local authority Birmingham Inspection number 10076528 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register Day care type Sessional day care Age range of children 2 - 4 Total number of places 32 Number of children on roll 40 Name of registered person Nazma Nurseries Ltd

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reference number

Date of previous inspection 13 July 2016 Telephone number 07557767761

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reference number

Winson Green Pre-School registered in 2015 and is one of several settings run by Nazma Nurseries Ltd. It is situated in the Winson Green area of Birmingham. The pre-school employs five members of childcare staff. Of these, four hold appropriate early years qualifications at level 3. The pre-school opens on Monday, Tuesday and Wednesday, during term time only. Sessions are from 9am until 2pm. The pre-school 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.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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