Busy Bees Day Nursery at Telford Priorslee

Inspection of Busy Bees Day Nursery at Telford Priorslee Priorslee Avenue, Priorslee, TELFORD, Shropshire TF2 9NR

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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 Good

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The provision is inadequate

The management team has failed to ensure that the learning environment, both indoors and outdoors, meets children's individual needs, includes their interests, or offers them challenge. Additionally, some staff, including some who work with children with special educational needs and/or disabilities (SEND) do not know what they want children to learn next. They do not plan motivating learning experiences for children. This results in some children wandering around aimlessly and becoming bored. As a result, some children's enjoyment, learning and development is not fully promoted. The management team does not ensure that there are enough staff working directly with the pre-school children during busy times of the day, such as lunchtimes. This creates a chaotic environment, with children feeling restless and not engaged in purposeful play or learning.

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The provision is inadequate

Due to weaknesses in training and support, staff in the baby room lack the knowledge and skills needed to support unsettled children. This, along with an environment that does not interest or challenge babies well enough, leads to them feeling distressed and not engaged in play or learning. During lunchtime babies are more settled. This is because they are engaged in a focussed activity. Staff support older babies with their independence and communication skills well at lunchtime.

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The provision is inadequate

However, among this chaotic environment, there are some activities that promote children's learning. For example, pre-school children enjoy an adult-led sticking and gluing activity that is tailored to extend their learning. They are encouraged to have a go at using scissors and to write their own names. Yet, still, other children stand and stare at this activity. Children from the older baby room explore the effects of the sun outside. They run from the shaded frosted area into the sunshine and are encouraged to notice and chat about the changes they see and feel. Toddlers enjoy making marks with chalks. Staff model how to write numbers and use their fingers to show children the meaning of each number.

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The provision is inadequate

Children are not making best progress in their learning. They do not benefit from teaching that is consistently good and focused on them achieving their full potential in preparation for starting school.

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need to do better?

n The management team has not ensured that there is an effective curriculum in place to help children learn and reach their potential. They are not clear on what they want children to know and understand. In some playrooms, the quality of teaching is poor and some staff do not have a clear understanding of what children need to learn next. n The management team does not ensure that the learning environment

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need to do better?

12 January 2022 effectively supports children's large-muscle skills. For example, there are limited opportunities for children run energetically and climb. Staff in the baby room do not adapt or positively respond to children's interest to climb and be physically challenged. n The management team has not effectively monitored how well staff are deployed at busy times of the day or how they manage the changeover of activities. Consequently, during such times, some children become unruly and do not engage in activities or play. n The management team does not make sure that staff receive regular individual support meetings where they can seek advice, discuss any concerns, and identify goals to work towards. They do not make sure that each member of staff's practice is monitored and any training needs are identified and planned for. As a result, some staff in the baby room do not have the knowledge and skills needed to support children's emotional development.

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need to do better?

n The nursery's special educational needs coordinator works with parents and other professionals to develop targeted plans for children with SEND. However, these plans are not always shared with the child's key person. This means that children who require additional support are at a significant risk of falling further behind. n The management team's self-evaluation is not effective. They fail to identify the key weaknesses relating to staff deployment, the curriculum, and staff practice, and the impact these have on children. Additionally, they have not addressed one of the recommendations from the previous inspection. As a result, babies' curiosity and interests are not consistently promoted. n Parents speak well of staff in the nursery. They know who their child's key person is. Parents are happy with the communication they receive both verbally and online, and feel that they are kept well informed about their children's

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need to do better?

progress. n The cooks provide children with nutritious and well-balanced meals and snacks. Children enjoy freshly cooked home-made dinners.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The joint designated safeguarding leads have attended safeguarding training and have a secure knowledge of the possible signs of abuse and neglect. They know what to do should they have a concern about any child in their care. The management team follows effective recruitment procedures to ensure that staff caring for children are suitable. They make sure that children are always within sight or hearing of staff. Risk assessments are carried out regularly and reviewed to ensure that the premises are safe and secure in order to protect children from harm. Staff fully understand how to promote and practice good infection prevention and control procedures.

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Due date

ensure the organisation of the learning environment, both indoors and outdoors, meets children's individual needs, incorporates their interests, and offers them challenge across all areas of learning 12/02/2022

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Due date

ensure that staff use their observations of children to identify learning priorities and plan relevant and motivating learning experiences for each child 12/02/2022

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Due date

provide staff with effective support, coaching and training so that they have the knowledge and experience needed to improve the quality of teaching 12/02/2022

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Due date

ensure that staff in the pre-school room are deployed effectively during busy times of the day so that staff interactions with children are consistently of a high quality 26/02/2022

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Due date

ensure that there are effective arrangements in place to support children with special educational needs and/or disabilities so that children are given the help they need to enable them to reach their full potential 26/02/2022

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Due date

ensure that staff working with babies have the skills and knowledge to meet their social and emotional development. 26/02/2022

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should:

n make use of the self-evaluation process to continually review staff practice and devise an improvement plan, in order to raise the overall quality of practice.

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Setting details

Unique reference number 208218 Local authority Telford & Wrekin Inspection number 10218161 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 108 Number of children on roll 146 Name of registered person Busy Bees Day Nurseries (Trading) Limited

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reference number

Telephone number 01952 201727 Date of previous inspection 12 December 2019

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Information about this early years setting

Busy Bees Day Nursery at Telford Priorslee registered in 2009. It is one of 34 settings managed by Busy Bees Day Nurseries (Trading) Limited. The nursery employs 19 members of childcare staff. Of these, 15 hold appropriate early years qualifications. This includes, one who holds early years professional status, one who holds a level 6 qualification, and two who hold a level 5 qualification. The nursery opens Monday to Friday all year round. Sessions are from 8am until 6pm. The nursery provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n We carried out this inspection as a result of a risk assessment, following information we received about this provider. n This was the first routine inspection the setting received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the setting and have taken that into account in their evaluation of the setting. n One of the joint centre directors and one of the inspectors completed a learning walk together to understand how the curriculum is organised. n The inspectors carried out several joint observations with the joint centre directors, spoke with staff and interacted with children. n The inspectors held a meeting with the management team. They looked at relevant documentation, such as evidence of the suitability of staff working in the nursery. n Parents shared their views about the setting with the inspectors.

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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

12 January 2022 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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