Messy Memories

Inspection of Messy Memories 3 Clifton Street, Bilston WV14 9EY

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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

Significant weaknesses continue to emerge due to ineffective monitoring of staff. The owner, who is also the manager, has failed to address all actions set at the previous inspection. This nursery still fails to meet a number of statutory requirements of the early years foundation stage. Staff, including the designated safeguarding lead, lack knowledge of wider safeguarding issues. Staff do not wash their hands after wiping children's noses or changing nappies. This poor practice increases the risk of cross-infection and does not promote children's welfare. However, children enjoy freshly cooked and nutritious meals to support their health. Teaching is inadequate and children do not make good progress. Staff cannot provide clear intent or justification for activities they provide to children. Staff keep large groups of children in small areas despite there being sufficient space elsewhere. This creates a cramped environment which impacts on children's

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The provision is inadequate

behaviour as they become frustrated and engage in attention-seeking behaviour. Staff deployment is poor and they do not manage children's behaviour well. Children wait around unoccupied for too long between routines and activities. The key-person system is not effective. Staff's weak knowledge of children's next steps in learning leads to poor learning outcomes. Consequently, children demonstrate poor attitudes towards their learning.

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need to do better?

n Children display unacceptable behaviour that is poorly managed by staff, who are not equipped to deal with these challenging situations. When staff notice inappropriate behaviour they respond with 'no, no'. They do not help children to understand right from wrong. There are a high number of unseen incidents that staff fail to respond to. Their approach to behaviour management does not support children's emotional well-being. n Planned activities are not matched to individual children's learning needs. Group sizes are too big and staff do not take account of the different ages and abilities of children taking part. Children become bored and frustrated and display poor behaviour. Staff do not notice or respond as some children hurt others. Activities are rarely completed due to the constant disruption. This leads to a loud, disorganised and chaotic environment where children lose focus and engagement. This impacts on children's learning and emotional needs.

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need to do better?

n There is poor organisation of space and equipment, which has a negative impact on children's learning and well-being. For example, children are continually moved into a small dark area, which does not enable them to move around or fully engage in their activities. At snack time, staff use one small area which results in three children sharing one place at the table. This results in children becoming frustrated and they begin to push other children. n Activities are constantly interrupted. Staff start an activity and then leave the

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need to do better?

6 February 2020 room. Another member of staff enters and struggles to take over, unsure of what they are expected to do. Staff shout across the small area to each other. They start separate discussions or sing with children on the periphery, which disrupts the activity further. This does not support children's learning, including those children with special educational needs and/or disabilities (SEND). n Staff do not make regular observations and assessments of children's learning and development. They do not provide children with enough good-quality, rich, imaginative and challenging experiences, targeted at promoting the next steps in their learning across all areas. Consequently, children do not progress as well as possible. Furthermore, children with SEND do not consistently benefit from good support. As a result, children do not gain the key skills to help prepare them for the next stage of their learning or eventual move to school.

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need to do better?

n Staff deployment is poor. For example, staff are included in the staff-to-child ratios, but have dual roles, such as preparing and cooking children's meals. This reduces the staff available to support children's learning and care needs. n The key-person system is not effective. Some staff do not know what their key children need to learn next. Additionally, arrangements for children in the event of their key person's absence are not effective. Cover staff are not aware of children's learning needs. This has a significant effect on children's learning and development. n Partnership with parents is weak. Parents say they are unaware of their children's next steps and staff do not value parents' observations of their own children. This does not support parents to continue their children's learning at home. That said, parents comment that the staff are kind and friendly. n Leadership and management are inadequate. There is a lack of effective

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need to do better?

support, coaching and training for staff. The manager has not identified weaknesses in the curriculum or staff's lack of understanding of the importance of keeping children safe and emotionally secure.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

Despite attending training, the manager and staff do not know the possible signs that a child may be at risk of female genital mutilation or how to identify children at risk of harm from those with extreme views and behaviour. Nevertheless, staff do understand who to report concerns to about children in their care. The manager does not ensure that staff follow effective routines to promote the good health of children. For example, staff do not practise good hygiene routines. The ineffective key-person system results in some children not feeling emotionally secure. Staff do not manage children's behaviour, which results in other children being hurt.

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Due date

ensure that all staff, including the manager, have up-to-date knowledge and understanding of safeguarding issues, with particular regard to the government's statutory guidance 'Working Together to Safeguard Children 2015' and to the 'Prevent' duty 06/03/2020

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Due date

take effective steps to prevent the spread of cross-infection and promote children's good health 06/03/2020

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Due date

ensure effective deployment of staff so they meet children's individual needs and promote their learning 06/03/2020

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Due date

provide parents with information about the activities, experiences and learning delivered to their children in the nursery, and develop partnerships with parents to enable them to help children to continue their learning at home and to be involved in their child's ongoing assessments 06/03/2020

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Due date

implement an effective key-person system so that each key person fulfils their role to ensure that learning experiences provided are tailored to meet children's individual needs 06/03/2020

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Due date

ensure staff are supported to develop the skills they need to manage children's challenging behaviour effectively and to help children learn behavioural expectations and develop good social skills 06/03/2020

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Due date

6 February 2020 support staff to provide all children with good-quality, rich, imaginative and challenging experiences, targeted at promoting children's next steps in their learning, including those children with SEND, funded children and those who need additional support to catch up with their peers 06/03/2020

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Due date

ensure the premises and space available are organised in a way that meets the needs of all children. 06/03/2020

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Due date

ensure that all staff regularly observe and assess children to determine their level of achievement; use this information to plan challenging and enjoyable learning experiences that are based on each child's individual interests and next stage of learning. 30/04/2020

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Setting details

Unique reference number EY548271 Local authority Dudley Inspection number 10131137 Type of provision Childcare on non-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 0 to 11 Total number of places 29 Number of children on roll 46 Name of registered person Messy Memories Limited

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reference number

Telephone number 01902 680288 Date of previous inspection 25 October 2019

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Information about this early years setting

Messy Memories registered in 2017. The nursery employs nine members of childcare staff. Of these, seven hold appropriate early years qualifications at level 2 and level 3. The nursery opens Monday to Friday, from 7.30am to 6pm, all year round. It offers funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector and the manager completed a learning walk across all areas of the nursery to understand how the curriculum is organised. n The inspector spoke with staff and children during the inspection. n The inspector completed a joint observation with the nursery manager. n The inspector held a meeting with the manager. She looked at relevant documentation and evidence of the suitability of staff working in the nursery. n The inspector spoke to parents during the inspection and took account of their views.

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Inspection activities

6 February 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

6 February 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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