Childcare on Domestic Premises, Full day care in Leicestershire

Report for childcare on domestic premises

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Overall effectiveness Inadequate

The quality of education Inadequate Behaviour and attitudes Inadequate Personal development Inadequate Leadership and management Inadequate Overall effectiveness at previous inspection Inadequate

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The provision is inadequate

Children receive a poor quality of teaching as staff lack the necessary knowledge and skills to help them to move forward. These weaknesses were identified during the last inspection. The manager does not demonstrate the capacity to improve the quality of education. Supervision arrangements for staff are not helping to drive the necessary improvements to their practice to ensure all children's learning needs are met.

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The provision is inadequate

Gaps in children's learning are not carefully identified as assessments made by staff are not clear or accurate. Children requiring additional support do not receive it, and a large majority of the activities provided do not maintain children's interest or challenge them adequately. Children's progress between the age of two and three years is not appropriately reviewed despite this being a requirement.

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The provision is inadequate

Teaching is not sufficiently responsive to children's individual learning needs and preferences. Quieter children, or those children not joining in activities, are not always noticed by staff. Older children's group time is disrupted by younger children as staff do not consider how to use space effectively. Activities provided for children are not thoughtfully planned, and staff do not make the best use of space available when setting out resources. Staff do not effectively build on children's communication and language skills. Mealtimes are not used as a valuable opportunity to help young children build friendships or widen their vocabulary. Although children are appropriately supervised to ensure their safety, many children eat in silence.

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The provision is inadequate

Activities provided fail to engage children, and this has a negative impact on their behaviour and learning. For example, children often wander around aimlessly and flit between activities.

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need to do better?

n Staff do not assess children's progress accurately. They fail to recognise the progress children have made over time or identify all gaps in their learning. Staff do not recognise their responsibility to include information about any gaps in learning and how they will be supported in the progress check for children between the ages of two and three years. n Teaching does not focus on what children need to learn next. Activities lack challenge to help children to move forward in their learning. Much of the learning that takes place is incidental, not planned. n Staff do not give enough thought to the individual needs of children or their unique abilities. Their interactions with children do not offer sufficient challenge. They do not consistently motivate children or make sure they are all constantly

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need to do better?

25 September 2019 engaged in play. n Staff do not support children's communication and language skills well enough. They do not help all children to interact with others or broaden their vocabulary. On occasions, staff fail to build on babies' interests and extend their learning. Staff generally pay attention to more vocal children, leaving some children to play alone with little adult interaction. n Children generally behave well. However, the poor maintenance and organisation of some play areas and resources prevents children from becoming fully absorbed in activities. Children quickly become bored and lose interest in what they are doing. n Procedures to manage the performance of staff are not thorough. The manager does not give sufficient attention to the quality of teaching in order to identify where staff need to improve their practice. n Children enjoy active play and spending time in the fresh air. They are given

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need to do better?

gentle reminders about good hygiene practice, such as why they need to wash their hands at certain times, for instance before meals. Younger children feed themselves, while older children learn to serve themselves and make choices about what they want to eat. n Staff meet children's care needs well. They help children form secure attachments and offer comfort to children who are tired or upset. Staff work closely in partnership with parents. They encourage daily conversations and keep parents up to date with regard to children's daily routines and activities.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff are aware of their responsibilities to protect children from harm. They can identify issues that would give them cause for concern about a child's welfare. They know how to refer any concerns to the relevant authorities to protect children. Staff ensure all areas of the setting are safe for children.

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Due date

implement effective supervision and coaching in order to support staff in their ongoing professional development to promote consistently good teaching and learning. 25/10/2019

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Due date

ensure that staff observe and assess children's learning accurately, in order to consistently identify where children are in their development and plan precisely for the next steps in their individual learning 25/10/2019

p.4

Due date

review and improve the organisation and use of space, activities and equipment to meet the needs of children and promote all aspects of their learning 25/10/2019

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Due date

improve teaching to consistently provide challenging experiences for children that help them to build on what they already know and can do and make higher rates of progress in their development 25/10/2019

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Due date

strengthen the support for children's communication and language skills and ensure children are consistently supported to express themselves and build on their vocabulary 25/10/2019

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Due date

review children's progress when they are between the age of two and three years, and provide parents with a short written summary, highlighting children's achievements and any areas where their development is less than expected. 25/10/2019

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Setting details

Unique reference number EY554935 Local authority Leicestershire Inspection number 10113572 Type of provision Childcare on domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care Age range of children 1 to 10 Total number of places 30 Number of children on roll 52

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Information about this early years setting

Green Acres Childcare, located in Hinckley, Leicestershire, re-registered in 2018. It operates from the provider's home, alongside the childminding services which were established in 2000 and 2005. The setting employs eight members of childcare staff, along with the manager/owner. Of these, three hold appropriate early years qualifications at level 3, one at level 2 and two hold qualified teacher status. The manager has a level 3 qualification and one of the directors, who also works in the setting, holds qualified teacher status. The setting opens from 7.30am to 6pm, Monday to Friday, all year round. It provides funded early education for children aged two, three and four years.

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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 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. She reviewed relevant documentation and evidence of the suitability of staff working in the setting. n The inspector spoke to a number of parents during the inspection and took account of their views.

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Inspection activities

25 September 2019 We carried out this inspection 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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Inspection activities

25 September 2019 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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