Birchfield Nursery

Inspection of Birchfield Nursery 1 Haughton Road, Birmingham B20 3LE

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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 Not applicable

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The provision is inadequate

Children's safety is compromised due to breaches of requirements in relation to the security of the nursery premises. Although high handles on nursery doors mean that children are unable to leave the premises unsupervised, other users of the building can gain access to nursery playrooms.

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The provision is inadequate

Some children are supported appropriately by staff so that they make the necessary progress for their future learning. However, some staff do not see the learning potential in the activities and resources they provide for children. Some adult-led activities do not engage all children involved. This has a negative impact on children's learning, enjoyment and the progress they make. That said, staff are aware of and provide appropriate support for children with special educational needs and/or disabilities and children who speak English as an additional language. Children learn about their differences and similarities.

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The provision is inadequate

Older children are happy and confident, but some of the younger two-year-olds are finding it difficult to settle. The key-person system is not good enough in consistently addressing all children's individual needs, and some parents are not sure who their child's key person is.

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The provision is inadequate

Children are physically active indoors and outdoors every day. They practise physical skills while climbing and sliding on outdoor equipment, and while manoeuvring ride-on vehicles and toy pushchairs.

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need to do better?

n Children are at risk because it is possible for people who are not vetted to access the nursery. The entrance door is locked, but in the reception area there is an unlocked door leading to the part of the building used by a private company. A door to the nursery's dining hall is in the reception area, and access to playrooms is via this room. The provider and staff say that the dining hall door is bolted on the nursery side. However, staff are not vigilant enough to ensure that they secure the door when going back into the nursery from the office or staff room, which are also off the reception area. It is also possible for other users of the building to enter the nursery via a shared kitchen. n Staff observe children, assess their stages of development and know what they want children to learn next. However, overall, teaching is weak. Staff do not plan effectively in accordance with each child's interests and stage of

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need to do better?

development so that children make the best progress to their next learning steps. Staff do not identify the learning potential for children in the activities they intend to lead. They do not adapt the activities to ensure that all children are interested and challenged effectively when they are asked to take part.

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need to do better?

2 March 2022 n Staff plan activities around some themes. For example, activities for older children are currently planned around the story of the three bears and for younger children they are planned around the story of the three pigs. Children are not inspired by the activities provided. Staff do not support them in exploring, investigating and developing their own ideas. For example, older children listen to a story while sitting around a table and staff give them sheets of paper showing different pictures that replicate pictures in the book. Staff ask the children to cut out the pictures and then use glue sticks to attach them onto their piece of paper. The challenge of cutting out pictures is too high an expectation for children who have not yet developed the necessary handling skills to be able to succeed. n Older children are confident in their surroundings. Toy boxes are labelled with pictures showing what is inside and children independently choose and select

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need to do better?

toys for themselves. However, staff do not recognise the value of child-initiated play to support children's learning. For example, young children play at a water tray outside. They delight in stamping in water that they pour onto the soft impact surface. Staff only respond by asking them to keep the water in the tray. n Staff support children's good health well. Children understand that they must wash their hands after using the toilet and before eating. The morning snack is very healthy. Staff provide a range of opportunities for physically active play, inside and outside. During a 'wake up, shake up' session the older children jump, wiggle and march. They learn how exercise affects their bodies by making their hearts beat faster. n Children learn about why and how to clean their teeth thoroughly. They talk with staff about how visiting the dentist helps to keep their teeth healthy. n Older children are encouraged to recognise and talk about their feelings. For

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need to do better?

example, children and staff look into a mirror, change their facial expressions and talk about the feelings that link to each expression. n Staff gather information from parents about what their children know and can do before they start nursery. This is in an 'All about me book'. The provider says that parents are initially invited to visit out of hours and meet with staff in the dining hall to talk about their child. The provider's COVID-19 risk assessment is that parents do not enter the nursery. Most parents say that they have never seen the nursery playrooms. Some parents know who their child's key person is. However, others say that they know her name but not what she looks like and vice versa.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

Staff have completed safeguarding training and are able to recognise some signs and symptoms of possible child abuse. However, staff do not have a robust knowledge of some safeguarding issues, such as the 'Prevent' duty, even though the provider has drawn up a safeguarding policy that includes a wide range of different kinds and signs of abuse. As a result, children are not safeguarded effectively. The provider and staff have not considered the potential risk to children

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Safeguarding

2 March 2022 from unauthorised people being able to gain entry to the nursery. Staff recruitment and selection procedures meet requirements.

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Due date

make sure that unauthorised persons cannot enter the nursery premises 07/03/2022

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Due date

ensure that staff gain an understanding of a broader range of safeguarding issues, including the 'Prevent' duty 29/04/2022

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Due date

make sure that supervision of staff is successful in providing guidance and training to ensure consistently good teaching practice and consistently adapted activities to meet children's different learning needs 29/04/2022

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Due date

develop staff's understanding of child- initiated play and how children learn through the enjoyment of exploring, investigating and developing their own ideas 29/04/2022

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Due date

make sure that the key-person system is fully effective in helping each child become familiar with the setting, and in ensuring a settled relationship for each child and building a relationship with their parents. 29/04/2022

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Setting details

Unique reference number 2543297 Local authority Birmingham Inspection number 10215428 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register Day care type Full day care

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inspection

Total number of places 50 Number of children on roll 61 Name of registered person Ali, Shakila

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reference number

Telephone number 07875104413 Date of previous inspection Not applicable

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Information about this early years setting

Birchfield Nursery registered in 2019. The nursery employs nine members of childcare staff. Of these, seven hold early years qualifications ranging from level 3 to level 6. The nursery currently opens from Monday to Friday during term time, but opens throughout the year subject to demand. Opening times are 8am to 5.30pm.

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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 We carried out this inspection as a result of a risk assessment, following information we received about the provider. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The provider/manager, the deputy manager and the inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n The inspector talked with children and staff at appropriate times during the inspection and took account of their views. n The special educational needs coordinator spoke to the inspector about how they support children with special educational needs and/or disabilities. n The inspector observed the quality of education being provided, indoors and

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Inspection activities

outdoors, and assessed the impact that this was having on children's learning. n The inspector carried out joint observations with the provider/manager and with the deputy manager. n The inspector spoke to several parents during the inspection and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

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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

2 March 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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