Quaggy Nursery @ Parkside

Inspection of Quaggy Nursery @ Parkside Parkside Avenue, Lewisham, London SE10 8FN

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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 Not applicable

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The provision is inadequate

The provider does not ensure that the requirements of the early years foundation stage are met at all times to ensure children's safety and well-being. Children have access to a wide range of activities and resources. They move freely between indoors and outdoors as they choose what to play with. Leaders and staff have taken part in 'Healthy Early Years London' and achieved the Gold Award. Staff provide children with healthy meals and snacks, and children have access to fresh drinking water to help keep hydrated and ready for learning. However, staff do not support children's personal, social and emotional development well enough. They do not respond to each child's emerging needs or guide their learning through warm, positive interactions. At times, some children, including those who speak English as an additional language, spend long periods with no interaction from staff and/or their peers. Some children appear bored and play alone. As a result,

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The provision is inadequate

children do not progress in their speech and language development as well as they could. Staff do not always manage children's behaviour effectively. For example, when children run in the room, staff do not enforce the nursery's behaviour policy and intervene, to keep children safe. Staff do not monitor children's development consistently to enable other staff and parents to know how each child is developing or what activities will help them make good progress.

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need to do better?

n The provider does not have effective systems in place to monitor that leaders are carrying out their roles effectively and ensuring that the quality of teaching is improving children's progress. n Leaders and staff are not aware of what needs to be included in the required progress check for children aged between two and three years. Consequently, staff do not provide parents with a review summary of their child's learning and development. n Systems for observation, assessment and planning are weak, as staff do not know what children's next steps are or how to link this to the planning of activities. Staff do not have high enough expectations of children so they progress to their next stage of development. When staff identify concerns, such as in children's personal, social and emotional development, they do not take prompt action to support the child in this area. They do not use what they know about the child to help them progress as much as they could.

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need to do better?

n Leaders, the special education needs coordinator (SENCo) and staff do not take steps to ensure children with special educational needs and/or disabilities (SEND) develop in line with their peers. Leaders do not use additional funding for children with SEND effectively. This means that these children are put at further disadvantage for their transition to school. n Staff do not support children who speak English as an additional language to use

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need to do better?

28 November 2019 their home language at the nursery and make good progress in speaking English. n Some staff lack a clear understanding of child protection matters and the nursery's safeguarding policy and procedures. As a result, they have failed to escalate concerns about a member of staff, which puts children's safety and welfare at risk. n The key-person system is not effective. Key persons do not ensure that every child's care and learning is tailored to meet their individual needs. They do not establish close relationships with their key children and their parents. Key persons do not gather enough information about children when they start, to be able to plan for their needs and interests and monitor the progress they make. Some parents report that key persons do not consistently inform them of their child's next steps in learning to help them continue their child's learning at home. n Supervision arrangements are in place for leaders to be able to support staff.

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need to do better?

However, staff's professional development needs are not sharply focused enough to address weaknesses in their practice. Staff are not able to access the information they need to tailor the curriculum for each child's needs. As a result, the quality of teaching is poor. n Staff do not consistently teach children to use cutlery and develop their table manners at mealtimes to promote independence and self-care in readiness for school. n Partnership working with parents and other professionals is poor. Consequently, children's learning and well-being are not effectively promoted. For example, leaders and staff do not follow up with parents and other professionals when they have visited a speech and language drop-in session. Therefore, these children do not make the progress that they could.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

Leaders and some staff understand the procedures to follow in the event of a safeguarding concern. However, they have not followed their own policy regarding concerns about their colleagues. This compromises children's safety and well-being. Some staff's understanding of wider safeguarding issues, such as female genital mutilation, is weak. Staff do not consistently use the systems in place to ensure children's regular attendance. Leaders do not ensure that children's absence is rigorously monitored by staff to be able to identify potential safeguarding concerns and support children in readiness for school. Leaders implement robust recruitment procedures which help to ensure that staff employed are suitable to work with children.

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Due date

ensure all staff have an up-to-date knowledge and understanding of child protection, including wider safeguarding issues such as female genital mutilation 20/12/2019

p.4

Due date

ensure those responsible for safeguarding take appropriate action in the event an allegation is made against a member of staff 20/12/2019

p.4

Due date

train all staff to understand and know how to escalate an allegation against a member of staff or if a child makes a disclosure, in line with the local safeguarding children board procedures 20/12/2019

p.4

Due date

strengthen arrangements for the supervision of staff, including leaders, to identify gaps in their practice and knowledge and provide support, coaching and training so they can fulfil their roles and responsibilities 24/01/2020

p.4

Due date

train relevant staff to provide individual support, including targeted use of additional funding, to children with SEND so they can make the best possible progress 24/01/2020

p.4

Due date

ensure key persons work in partnership with parents and other professionals to share information about children's individual learning and development needs 24/01/2020

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Due date

make effective use of observations and assessments to identify any gaps, and plan for children's next steps in their learning 24/01/2020

p.4

Due date

make sure that staff have the appropriate training, skills and knowledge, and ensure they offer quality learning and development opportunities for all children 24/01/2020

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Due date

28 November 2019 provide a written summary to parents of each child's progress between the ages of two and three years so that parents know their child's developmental strengths and areas key persons will be working with them on. 24/01/2020

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Setting details

Unique reference number EY544729 Local authority Lewisham Inspection number 10090441 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care Age range of children 2 to 4 Total number of places 40 Number of children on roll 40 Name of registered person Quaggy Development Trust

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reference number

Telephone number 02084659785 Date of previous inspection Not applicable

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Information about this early years setting

Quaggy Nursery @ Parkside registered in 2017 and is a 40-place capacity nursery, which is owned by the Quaggy Development Trust. It operates for 48.4 weeks in a year. It opens Monday to Friday from 8am to 6pm. It has five members of staff. The nursery looks after children with SEND.

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Inspection activities

n The early years lead and inspector conducted a learning walk to view the provision and discuss the planning for children's learning. n The inspector spoke with the chief executive, early years leads, SENCo, staff and children. n The inspector spoke with parents and took account of written testimonials provided by parents for the purpose of the inspection. n The inspector looked at the nursery's policies, staff records and children's work. n The early years lead and inspector conducted a joint observation of teaching and considered how this supports children's learning. n The inspector observed the children at play and staff's interactions with their colleagues and children.

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Inspection activities

28 November 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

28 November 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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