Bradwell Pre-school

Inspection of Bradwell Pre-school Bradwell Memorial Hall, Vicarage Road, Bradwell, Milton Keynes, Buckinghamshire MK13 9AG

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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 Requires improvement

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The provision is inadequate

The manager can discuss her intentions for the curriculum for children. However, the manager and staff do not implement all aspects of the curriculum well. At times, some children's behaviour disrupts the environment, and makes it unsafe. Strategies to support these children are not effective or put into place swiftly enough by staff. Adults continually have to divert their time and attention away from children's learning activities to manage some children's dangerous behaviour. As a result, activities are frequently disrupted and do not meet children's needs well. On occasion, staff do not encourage children to take part in activities or provide them with opportunities to express themselves and their feelings. The manager plans how staff will support children with English as an additional language (EAL) and children with special educational needs and/or disabilities (SEND). Children with EAL make good progress in their learning and staff support

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The provision is inadequate

them effectively. Relationships with parents are still developing and not effective. Staff do not consistently share information with them in a timely manner or accessible way, to enable them to support children at home. Despite these weaknesses, the provider, manager and staff team care about children and are eager to improve the setting.

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need to do better?

n The manager intends for children to develop their confidence through the curriculum. However, at times, the activities staff provide do not successfully promote this. Furthermore, on occasion, staff speak for children rather than encouraging them to speak up and assert themselves within group activities. When children lose interest in group activities, staff do not acknowledge them or encourage them to talk about this. At times, this leaves some children lying on the floor with nothing meaningful to do. n Staff sit with children and read them stories. They support children's learning positively at these times. However, these good interactions are continually disrupted. Staff are unable to meet the needs of children as behaviour management is ineffective. Staff interactions with children are constantly diverted into trying, unsuccessfully, to manage children's poor behaviour. n Staff are unable to find effective ways to support all children. Some children

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need to do better?

behave in ways that are a danger to themselves and others. For example, they climb on toys and other children. Children pull on staff causing them to nearly fall on children. Group times are disrupted by children shouting and there are continual disputes that leave some children appearing worried and anxious. The provider and manager recognise the negative effect this has on everyone in the setting but have been unsuccessful in addressing the issue. n Relationships with parents are poor. Staff do not communicate in ways that all parents find accessible. For example, the setting uses a mobile telephone

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need to do better?

18 May 2021 application to share information about children's learning. Not all parents know how to use this and, as a result, are not sure what their children are learning or how they can support them at home. Staff do not swiftly inform parents of important changes, such as when their child has a new key person. Therefore, parents do not know who they can talk to about their child. Staff do not successfully plan consistent ways of managing children's behaviour with their parents. Consequently, behaviour management is not effective in some cases. n The provider identifies some areas of the setting for improvement. She has made some recent changes to ensure that staff have supervision sessions to support their continual professional development and to motivate them in their work. Staff undertake training and are supportive of each other. n During a dough making session, children sit around a table and staff support

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need to do better?

them well. Staff talk about the activity and encourage children to recognise the changes happening to the dough. Staff use descriptive words and ask children questions. This helps to promote children's language skills. Children use different words to describe the sticky dough they squeeze with their fingers. n Staff help children to manage their personal needs well. Children know the routine they need to follow in the morning and staff are effective in ensuring that they promote children's good health. Children play outdoors with equipment that helps to support the development of their physical skills. Children particularly enjoy scooting on bicycles together.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

Staff's inability to manage children's behaviour contributes towards an unsafe environment for children. However, despite this weakness, staff have a clear understanding about their responsibility to identify and report any concerns about children's welfare. New measures, such as the introduction of safeguarding lanyards for staff, help remind staff of how they can share any concerns with relevant professionals. The provider uses safe recruitment measures to rigorously check the suitability of new staff. Staff undertake regular safeguarding training and the manager reviews the effectiveness of this through questioning and individual support for staff. Staff know about the work of the local safeguarding children partnerships.

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Due date

18 May 2021 increase staff knowledge and skills to ensure they implement effective ways to support children's behaviour 30/06/2021

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Due date

ensure relationships with parents are effective in sharing information and communicating children's progress 30/06/2021

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Due date

ensure staff have sufficient knowledge of the curriculum to provide activities that support children's confidence in asserting themselves and discussing their thoughts and feelings. 30/06/2021

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should:

n improve support for children, so that staff are able to effectively implement their plans for learning.

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Setting details

Unique reference number EY560251 Local authority Milton Keynes Inspection number 10146401 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 Sessional day care

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inspection

Total number of places 30 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 11 February 2020

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Information about this early years setting

Bradwell Pre-school registered in 2018. The pre-school is situated in the Bradwell area of Milton Keynes, Buckinghamshire. It is open Monday to Friday, from 9am until 2.30pm, term time only. There are three members of staff, all of whom hold relevant childcare qualifications at level 3. The pre-school receives funding for children aged two, three and four years.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the setting and has taken that into account in their evaluation of the setting. n The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning. n A joint observation was completed with the manager. n The inspector held a meeting with the manager and the provider. She looked at relevant documentation, such as evidence of the suitability of staff working in the pre-school. n A small number of parents shared their views with the inspector during the inspection and the inspector took account of their views.

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Inspection activities

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

18 May 2021 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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