More Grace Pre School and After School Club

Inspection of More Grace Pre School and After School Club Crown Centre, Crest Avenue, BASILDON, Essex SS13 2EF

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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 GoodGood

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The provision is inadequate

Significant weaknesses in leadership and management put children at serious risk of harm. Some of the failings, observed during this visit, have been previously identified to the provider. Staff do not risk assess the areas used by children effectively. For example, the ground and table surfaces in the outside area are dirty and covered in berries from a large tree. When questioned, staff do not know what these berries are or what the potential harm to children could be. In addition, the sloped access to the outside area is extremely slippery due to rotting leaves and berries that have not been cleared. Bin liners filled with rubbish are stored where children play, and staff are unaware of the contents and potential hazards these present. Children's health, safety and ongoing well-being, as they play and learn in this environment, is not given the priority it deserves.

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The provision is inadequate

Children's individual needs are not being met. For example, nappy changing time is scheduled during the day, and as a result, children's nappies are changed at specific times. This means their basic care needs are not met. Children, including those who speak English as an additional language, are not effectively supported. This is because staff do not consider how to meet their individual needs in the play and learning opportunities they provide. Planning is not sufficiently adapted to take account of children's experiences or abilities this results in activities that fail to provide challenge or support individual ongoing learning and development.

p.2

The provision is inadequate

Children's initial care and learning needs, as they join the pre-school, are not consistently discussed with all parents to ensure that they feel welcome and included. This is because the key-person system has not been effectively organised to take account of staff changes. The provider has failed to ensure that all children have an assigned key person to help them begin their new journey in the pre- school. In addition, some of the more established key members of staff, do not know all their key children well. For example, they are unable to talk confidently about their key children's next steps for learning. Consequently, children's learning is not promoted effectively.

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need to do better?

n The manager is not able to give a clear overview of how she plans a purposeful curriculum to meet children's learning needs. She explains that activities are provided to cover different areas of learning. Staff place more emphasis on activities, rather than what they want children to learn. They do not plan sufficiently challenging activities that support individual needs and build on what children know and can do. For example, older children pick up large plastic numbers that have been placed on a table as an activity. They look at them briefly but quickly lose interest and move away.

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need to do better?

15 December 2021 n Children, whose home language is not English, are not well supported. For example, despite parents providing staff with key words, in their home language, staff do not recognise the importance of using these to communicate with children effectively and help support their understanding. Staff do not consider how to provide additional support to ensure all children understand how to participate in activities. For example, staff give children verbal instructions in English for making icing sugar. However, they do not consider if all the children have understood. As a result, children's individual learning needs are not being sufficiently considered or met. n The key-person system is weak. Due to recent staff changes, the provider has not ensured that all children have the opportunity to form bonds with a key person who can take time to understand their specific needs and provide support for their emotional well-being. Staff deployment is poor. Children's

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need to do better?

activities are interrupted when one of the two members of staff need to prepare and organise snack or change children's nappies. n Current supervision arrangements, for staff's professional development, are not robust. The provider does not ensure that staff receive regular feedback to identify and address any weaknesses in their practice. In addition, she has not ensured they have ongoing opportunities to attend appropriate training to help them extend their teaching ideas. n Despite the unhygienic condition of the outside area, children are particularly excited to play outdoors. They enthusiastically push themselves along on the ride-on toys and pedal tricycles. This gives them the opportunity for some fresh air and helps them develop their physical skills. n Children move around the room independently. They find toys they enjoy playing with from the selection on offer. Most children are confident to interact

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need to do better?

with staff and other children. They enjoy joining in with familiar songs. On the day of inspection, children were proud to show the inspector their Christmas outfits. n Parents say that their children look forward to going to pre-school and they are happy with the care their children receive. However, some parents have not been informed of their child's key person. This means effective relationships are not in place with all parents to help ensure that every child's care and learning is tailored to their developing needs. n Due to the COVID-19 pandemic, the setting does not allow parents into the pre- school. This is to minimise the risk of cross-infection. Staff share information with parents about what their children have been doing at the setting through discussions at the pre-school door and via an online communication system.

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

The provider has failed to take appropriate action to help keep children safe. Despite completing risk assessments, staff do not recognise safety issues, such as very slippery surfaces or the potential hazards posed by the unidentified berries on a tree in the outside play area. As a result, they are not assured that children are

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Safeguarding

15 December 2021 protected from the risk of harm. Staff's safeguarding knowledge and understanding in other areas is secure. For example, they know the signs they must be alert to that may indicate a child is at risk of abuse. Staff understand how to report such concerns about children or adults in the pre-school. They also have a sound knowledge about wider safeguarding issues, such as 'Prevent' duty. Staff undertake regular safeguarding training to help keep their knowledge refreshed.

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Due date

make certain that children remain healthy, safe and secure, and ensure that every child's care is tailored to meet their individual needs, this is with particular regard to nappy changing 19/01/2022

p.4

Due date

ensure that all children are healthy, safe and secure, and that their individual needs are met, within a welcoming, safe and stimulating environment, enabling them to enjoy learning and grow in confidence; this is with particular regard to those children who speak English as an additional language 19/01/2022

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Due date

ensure that staff undertake appropriate training and professional development opportunities, enabling them to continually raise the quality of the experiences for the children in their care 19/01/2022

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Due date

put in place appropriate arrangements for the supervision of staff who have contact with children and families 19/01/2022

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Due date

put in place an effective key person system to ensure that staff work in partnership with parents, exchange information about children's care and learning needs and provide continuous support 19/01/2022

p.4

Due date

15 December 2021 ensure that each child is allocated a key person to make certain that care and teaching is accurately tailored to meet their individual needs and to help them become familiar with the setting 19/01/2022

p.4

Due date

make certain that staffing arrangements ensure children's safety and deploy staff to ensure that children are adequately supervised, and their needs are met at all times 19/01/2022

p.5

Due date

take steps to ensure that the premises, inside and outside are fit for purpose and comply with requirements of health and safety legislation 19/01/2022

p.5

Due date

implement an effective system that shows how all reasonable steps are taken to ensure staff and children in their care are not exposed to risks. 19/01/2022

p.5

Due date

make sure staff consider the individual needs, interests, and development of each child in their care, and use this information to plan a challenging and enjoyable experience for each child in all areas of learning and development 19/01/2022

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Setting details

Unique reference number EY393719 Local authority Essex Inspection number 10217293 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 26 Number of children on roll 11 Name of registered person Triple Jo Ltd

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reference number

Telephone number 01268 559 788 Date of previous inspection 29 October 201829 October 2018

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Information about this early years setting

More Grace Pre School and After School Club registered in 2014 and is privately run. The pre-school is open on Monday, Tuesday and Wednesday from 8.45am to 2.45pm. The pre-school employs two members of staff and they hold appropriate qualifications at level 3. The pre-school provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken this into account in their evaluation of the provider. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The manager and the inspector completed a learning walk together to discuss the manager's intentions for children's learning. n The inspector talked to staff at appropriate times during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this has on children's learning. n The inspector carried out a joint observation of a group activity and discussed this with the manager. n The inspector spoke to several parents during the inspection and 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

15 December 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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