Birmingham Community Childrens Centre

Inspection of Birmingham Community Childrens Centre 61 Bacchus Road, Winson Green, Birmingham B18 4QY

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Overall effectiveness Requires improvement

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

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The provision requires improvement

Children are very settled at this caring setting. They quickly form close relationships with the staff and look forward to spending time with them. Children explore the environment and enjoy playing with the exciting resources on offer. Leaders do not always give staff the support they need to maintain at least good standards of practice. Staff's understanding of what children can do and what they need to do next is not strong, so children are not achieving as quickly as they could. Nevertheless, children are safe and well cared for. Children feel secure with staff. They sit with them to share books, choosing their own books and turning the pages as the adult reads. Children sprinkle sand in the sand tray, exercising their fingers and hands. They giggle while they throw balls in the soft-play area. Children are happy here.

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The provision requires improvement

Staff support children with special educational needs and/or disabilities well. They pay close attention to children's individual needs and skilfully adapt the care and routines to suit each child. For example, when staff offer children snack, some children are encouraged to eat with a fork, independently. Others eat with their fingers, and, where needed, staff feed children with a spoon.

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The provision requires improvement

Children are becoming independent learners and are making choices in their learning. They are beginning to manage their own behaviour because staff are kind and nurturing and they take time to support children when they become distressed. Behaviour is good.

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need to do better?

n Managers give consideration to staff's well-being and regularly check to ensure that they are all right. Staff say that they are well supported emotionally. However, managers do not consistently monitor staff practice effectively, or check that any training attended is implemented into practice. n Staff do not always know children's starting points and next steps. Therefore, they do not precisely match the activities to the children's needs and children do not make the progress they are capable of. Despite this, the environment is well organised. Resources are age-appropriate and exciting. Children delight when they jump up and down on an interactive play mat. They engage well and their concentration skills are improving. n Staff listen and respond well to the children. They are in tune with the communication of non-verbal children. Children point and gesture, and they tap the adults for attention. Adults know what the children want and promptly

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need to do better?

respond. In turn, children listen well. They are learning to follow instructions. However, staff are not always aware when a child speaks an additional language. Staff do not include this in the curriculum planning to maximise

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need to do better?

15 February 2022 children's speech, language and communication development. n Staff support children's physical development well. For example, when children are learning to stand, staff provide equipment so they can pull themselves up and hold on. Children enjoy dashing around with pushchairs. Staff allow plenty of space for them to do this safely. Children exercise their whole bodies when they play outdoors, in the sensory room and in the soft-play area. In addition, staff provide lots of activities for children to practise their small-muscle skills. Children roll and poke play dough, dig and pat sand. Where children are limited in their movements, staff work closely with physiotherapists to provide opportunities for the children to move parts of their bodies. For example, children are encouraged to reach and stretch, and to move their heads while they play with musical instruments. n Staff prioritise children's personal development. They skilfully achieve a balance

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need to do better?

between encouraging children's independence and offering support when needed. For example, children wrap their arms around staff to support themselves while they stand. When ready, staff encourage them to hold on with one hand. Children are becoming confident learners. They make choices about what they want to play with and demonstrate their likes and dislikes while they play. n Supervision of the children is excellent. Staff watch the children closely and they are quick to anticipate and manage any challenging behaviours. This helps children to learn in a calm, relaxed atmosphere. n Parents are extremely happy with the setting. They describe the setting as 'much-needed one-to-one attention' and say that their children look forward to attending. Parents feel well supported. They enjoy attending the parent support group where they can share their feelings and worries with other parents.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Managers follow robust induction and recruitment processes to help ensure that staff are safe to work with children. Staff receive regular safeguarding training. They know how to look for signs and symptoms that indicate that a child could be in danger of harm. Staff understand the procedures to follow to report any concerns. Good processes are in place to safeguard children when they arrive at and leave the setting. Children learn in a safe and secure environment. Toys and equipment are in good repair. Staff regularly assess risks to make sure that the safety of the setting is maintained.

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Due date

15 February 2022 monitor staff's practice to ensure quality is raised and any knowledge gained from training is understood and implemented effectively 29/03/2022

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Due date

ensure that children's starting points are promptly identified and staff know what children need to do next to help children to make the progress they are capable of from the outset. 29/03/2022

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should:

n focus more precisely on supporting children's use and development of their home language to support their communication development further.

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Setting details

Unique reference number EY248683 Local authority Birmingham Inspection number 10061580 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 60 Number of children on roll 60 Name of registered person Action For Children

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reference number

Telephone number 0121 507 9500 Date of previous inspection 4 November 2015

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Information about this early years setting

Birmingham Community Childrens Centre registered in 2002. It is part a group of settings operated by Action for Children. The provider employs eight members of childcare staff. All staff hold relevant childcare qualifications. The setting runs short-break sessions for pre-school children during term time on Mondays and Tuesdays from 10am until 12pm and 1pm until 3pm. On Wednesdays and Thursdays, the setting runs stay-and-play sessions. A playscheme runs in most school holidays on Mondays and Tuesdays from 9.30am until 3pm.

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Inspection activities

n This was the first routine inspection the provider received since 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 observed interactions between staff and children as part of their play and routines. n The inspector spoke to parents to gather their views about the provision. n The inspector observed the quality of teaching during activities and assessed the impact that this has on children's learning. n The inspector looked at documentation and spoke to managers, to determine the suitability of persons working with children.

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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 February 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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