Happy Times Pre-School and Day Nursery

Inspection of Happy Times Pre-School and Day Nursery Unit 1a, Stephenson House, Wetherburn Court, Bletchley, Milton Keynes MK2 2AF

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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

p.1

The provision is inadequate

The provider demonstrates a very poor attitude towards overseeing the nursery and implementing improvements. She fails to monitor the provision effectively and is reactive rather than proactive. Low numbers on roll mean that children spend long periods of time on their own with staff for company. They do not have sufficient opportunities to develop their social skills with other children. This does not prepare them well for the next stage of learning. Children behave well but do not have enough opportunities to develop their social skills in a group situation.

p.2

The provision is inadequate

The provider is a weak leader and manager. She fails to ensure that a deputy, who is suitably experienced, qualified and capable, is available to take charge when she is not present. Staffing arrangements adversely affect continuity of care and learning for children and do not consistently take account of the ratio and qualification requirements. For example, staff work variable shifts and also work at the provider's other setting. Discontent amongst staff is not managed effectively, the physical environment is uncomfortable and staff morale is low. For example, the provider has failed to take prompt and effective action to address issues resulting from a rodent infestation in the ceiling void above and external areas surrounding the nursery.

p.2

The provision is inadequate

The provider fails to ensure that the premises are suitable. For example, children and staff wear their coats inside as they play, as heating appliances are broken and the rooms are very cold. Risk assessment is ineffective, as the provider has failed to protect children from the hazards associated with rodent infestation in the outdoor area. Daily chores, such as providing toilet paper and paper towels in the toilet areas, are overlooked.

p.2

The provision is inadequate

Staff do not have clear intentions for children's learning. They busy themselves with making copious written notes of what children do and achieve. They then transfer these to the children's assessment folders. However, they do not use this information effectively to support children's good progress and there is currently no coherent approach to planning, observation and assessment. Staff have unclear expectations of children. The manager does not have an effective overview of children's progress in the nursery.

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need to do better?

n Despite clear evidence of a rodent infestation in the ceiling above the nursery, the provider has failed to risk assess effectively and take prompt action to ensure the safety of children and staff. n The provider does not take prompt and effective action to ensure that the nursery is maintained at a comfortable temperature for children and staff.

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need to do better?

20 January 2020 Children were shivering with cold and staff were working in their coats. A wall heater had not been promptly repaired. When alerted, the provider supplied portable convection heaters but these failed to work effectively when the electricity power circuit cut out. n The key-person system does not ensure continuity of care for children or assure their emotional well-being. For example, inconsistent staffing arrangements, including staff covering from the sister nursery, do not ensure that staff know the needs of their key children well enough. There is poor continuity of care and learning for children. Children repeatedly ask where a particular member of staff is, only to be told she will no longer be at nursery. n The provider does not sufficiently support staff to improve their practice or fulfil the responsibilities for their roles. Teaching is weak. Activities are provided to keep children occupied and happy and staff join in with play. For example, a

p.2

need to do better?

staff member sustains play for some considerable length of time with a child interested in cars. She asks simple questions and promotes learning about colour and shape. However, she does not know the child and fails to challenge or extend the child's learning. n Staff do not have clear intentions for children's learning. For example, a water- play activity with dolls remains untouched. A member of staff replaces the dolls with plastic animals, such as a tiger, a zebra and an elephant. She is unable to explain why she has done this, beyond saying that children can wash them, and offers little purposeful interaction. The activity does not attract children's attention or interest and they wander off. A new member of staff finds some blue powder paint and enthusiastically announces that she has created 'the sea' in the tray. She removes the animals and replaces them with plastic sea creatures. Her lively interaction and this regenerated activity attracts the

p.3

need to do better?

children to play and to share what they know about sea life. n Children benefit from access to outdoor play. They enjoy riding a scooter and staff praise their achievements. Children wash their hands at appropriate times and sing their 'handwashing song'. n The provider fails to evaluate her provision effectively. Any plans for improvement are ineffectively actioned. For example, she talks about her intention to put up a display about healthy eating in the area where children eat their snack and lunch. However, staff sit children to eat their food facing a blank wall. This means that children cannot easily learn to enjoy lunch as a social occasion.

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

Safeguarding information is displayed in the hallway together with current contact details for the local authority. The provider does not prioritise safeguarding training for staff and the procedure around the staff's use of mobile phones is unclear. Weaknesses in the role of the key person mean that staff are not sufficiently vigilant when identifying possible risks to children's safety outside the nursery. Although the provider is able to talk about how to refer any concerns about a child,

p.3

Safeguarding

20 January 2020 in practice she does not follow her own procedures. For example, the provider has failed to make an effective referral of information about a member of staff.

p.3

Due date

ensure that all staff are trained to understand the safeguarding policy and procedure, in order for them to be able to confidently identify and respond to possible signs of abuse or neglect and in the event of any allegations being made against a member of staff 05/02/2020

p.4

Due date

ensure that the premises are fit for purpose and meet health and safety legislation 05/02/2020

p.4

Due date

take reasonable steps to ensure the safety of children, staff and others on the premises, with particular regard to infestations of rodents 05/02/2020

p.4

Due date

ensure that staffing arrangements meet the needs of the children and ensure their safety 05/02/2020

p.4

Due date

ensure that there is a named deputy in place, who is able to manage the setting effectively in the manager's absences 05/02/2020

p.4

Due date

ensure that the key-person system is effective in meeting the learning and care needs of all children consistently 05/02/2020

p.4

Due date

provide support and coaching for staff to improve their interactions with children and develop their personal effectiveness in promoting the interests of children, their safety and well-being. 05/02/2020

p.4

Due date

use the information from assessments effectively to plan a range of activities that challenge children's abilities and engage them in purposeful play 28/02/2020

p.5

Due date

ensure that systems for planning and assessment are effective in monitoring children's progress and meeting their learning and development needs. 28/02/2020

p.5

Setting details

Unique reference number EY559741 Local authority Milton Keynes Inspection number 10139633 Type of provision Childcare on non-domestic premises

p.6

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care Age range of children 2 to 4 Total number of places 20 Number of children on roll 11 Name of registered person Jegajeevan, Thanureka

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reference number

Telephone number 07999241676 Date of previous inspection Not applicable

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Information about this early years setting

Happy Times Pre-School and Day Nursery registered in 2018. The setting is based in the Bletchley area of Milton Keynes, Buckinghamshire. It is open on weekdays from 6.30am until 6.30pm. The staff hold relevant childcare qualifications.

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Inspection activities

n The inspector completed a learning walk in the nursery to gain an understanding of how this early years provision and the curriculum are organised. n The inspector observed children engaged in activities and talked to a new member of staff. n Some documents were looked at. This included evidence about staff suitability and training. n Observations were shared with the provider throughout the inspection. The inspector held discussions about the management of the nursery with the provider.

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Inspection activities

20 January 2020 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

20 January 2020 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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