Rettendon Pre-School

Inspection of Rettendon Pre-School The Memorial Hall, Main Road, Rettendon, Essex CM3 8DS

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Overall effectiveness Inadequate

The quality of education Good Behaviour and attitudes Good Personal development Inadequate Leadership and management Inadequate Overall effectiveness at previous inspection Good

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The provision is inadequate

Children are not kept safe as staff's knowledge of safeguarding is poor. Staff do not know or understand the procedure to follow if they have concerns about a child.

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The provision is inadequate

Despite this, children are greeted warmly by staff. They settle well and form secure attachments to staff and firm friendships with each other. Children are kind and considerate. They patiently wait their turn to stack blocks onto a large tower. Children work together to decide which blocks they need to make the tower look like a castle. They show good levels of self-control and awareness of others. Children delight in staff's enthusiasm when playing. Staff get down to children's level, make them laugh and build on what the children already know and can do.

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The provision is inadequate

Children enjoy learning through play. They help each other decide which coloured resources need to go in what tray, matching the correct colours and using plastic tweezers to move each object. Children thrive on praise from staff. Children develop their awareness of the world around them. They have access to a range of toys and resources that are tailored to their individual needs and interests. Children use toy stethoscopes to listen to their doll's heartbeats. Staff explain to the children what hearts are and how they work. Children are well behaved and listen well to staff. Staff show children kindness and respect and role model good manners. Children develop their hand and finger muscles. They cut, roll, slice and press materials, such as play dough. This helps prepare them for skills, such as holding and controlling a pen.

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need to do better?

n The provider's poor understanding of safeguarding means she is unable to monitor the manager's or staff's practice effectively. She does not understand the procedures to follow to raise a concern about a child or what to do if a member of staff acted inappropriately with the children. This means children are not kept safe. n Staff have a poor understanding of the pre-school's safeguarding policy and procedures. Staff are unable to identify safeguarding concerns. They do they know what action to take if they have a concern about a child or the practice of a member of staff. n The provider and manager fail to ensure that staff understand safeguarding procedures. Although staff have completed some safeguarding training, their skills in this area are not monitored. Therefore, any gaps in their knowledge are not identified or acted on. n Induction procedures are not effective. New staff are not supported to

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need to do better?

understand the provision's policies and procedures, such as safeguarding. Therefore, they are not aware of their roles and responsibilities to enable them

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need to do better?

10 January 2022 to keep children safe. n The manager has made changes since the last inspection to the curriculum and how play and learning is implemented. This has had a positive impact on how staff engage and interact with children. n Children are introduced to new mathematical concepts though play, such as predicting and problem-solving. They excitedly guess how far across the room the bandage will stretch before they unravel it. Children persevere in figuring out how to unwind the bandage from around the toys. Staff add mathematical language into play, such as 'over' and 'under', when children are jumping across the bandage. n Staff engage children in purposeful and positive interactions. They identify opportunities to incorporate children's interests and home life into learning experiences. Staff skilfully ask children questions that help promote their speech and language skills well. Children excitedly talk about what they did at the

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need to do better?

weekend and persevere to say words that are difficult for them to pronounce. n Partnership with parents are successful. Staff inform parents of children's progress and how they can support learning at home. Parents comment that their children's confidence has grown since attending the pre-school. n Children with special education needs and/or disabilities make good progress. Staff promptly identify gaps in children's learning. Staff work well with parents, so that children have consistency between home and the pre-school. n Staff understand the importance of focusing on children's health. They plan activities that encourage children to learn about healthy foods and why they are good for them. Children delight in talking about pizzas and naming healthy options to put on them, such as mushrooms and peppers.

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Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

The provider and staff have a poor understanding of how to safeguard children. They do not understand the pre-school's safeguarding policy and procedures. Although they can recognise some signs and symptoms of abuse, they do not know the appropriate action to take if they have a concern about a child. Staff, including the provider, are not able to recognise what would constitute inappropriate behaviour from a member of staff or know how to report their concerns. Furthermore, staff are unaware of their responsibility to report concerns to outside agencies if they believe their concerns are not being listened to by the manager or provider. The manager demonstrates basic safeguarding knowledge. However, she has not ensured and monitored that staff understand their roles and responsibilities in this area.

p.3

Due date

implement a policy and procedures to safeguard children, that include an explanation of the action to be taken when there are safeguarding concerns about a child and in the event of an allegation being made against a member of staff 10/02/2022

p.4

Due date

ensure that the designated safeguarding lead provides support, advice and guidance to staff on an ongoing basis on any specific safeguarding issue as required 10/02/2022

p.4

Due date

train all staff to understand the safeguarding policy and procedures and ensure that all staff have up to date knowledge of safeguarding issues, training made available must enable staff to identify signs of possible abuse and neglect at the earliest opportunity, and to respond in a timely and appropriate way 10/02/2022

p.4

Due date

ensure that all staff receive induction training to help them understand their roles and responsibilities, with particular regard to safeguarding knowledge and skills. 10/02/2022

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Setting details

Unique reference number 203895 Local authority Essex Inspection number 10213829 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

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inspection

Total number of places 25 Number of children on roll 20 Name of registered person Rettendon Preschool Committee

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reference number

Telephone number 07762909351 Date of previous inspection 7 November 2018

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Information about this early years setting

Rettendon Pre-School registered in 1997. The pre-school employs five members of childcare staff. Of these, four hold appropriate early years qualifications at level 2 and above. The pre-school opens from 9am until 1pm from Monday to Wednesday, and from 9am until midday on Thursday, during term time. 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 that into account in their evaluation of the provider. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want their children to learn. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n Staff and children spoke to the inspector during the inspection. n The manager and the inspector carried out a joint observation of an activity. n Parents shared their views of the pre-school with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the pre-school.

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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

10 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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