Aktiva Nurseries, Oakfield

Inspection of Aktiva Nurseries, Oakfield The Dalby Community Building, Siding Road, Broughton, Aylesbury, Buckinghamshire HP22 7AY

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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

Not all children receive the support they need. This significantly impacts on their development, learning and sense of belonging at the nursery. Some children with special educational needs and/or disabilities (SEND) are not supported effectively. Some staff do not know enough about their key children with SEND to confidently meet their individual needs. On the day of the inspection, these children spent prolonged periods of time with little interaction or support from staff.

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The provision is inadequate

Babies and very young children receive lots of cuddles from attentive staff. Babies enjoy snuggling in, to listen to stories and to settle to sleep. Older children show they enjoy playing with their friends. Children are supervised closely to help keep them safe.

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The provision is inadequate

Children show initial enthusiasm for toys and resources. However, there are weaknesses in how the curriculum is planned and delivered, and in some staff's knowledge of how children learn. As a result, children spend much of their time taking part in activities that they may enjoy but which are not also supporting their learning well. During the inspection, some older children repeatedly returned to repetitive play, such as pushing doll buggies around and around. Staff do not have high enough aspirations for children's learning to recognise that these children are capable of more and need further stimulation to engage in meaningful learning. Due to weaknesses in the curriculum, other aspects of older children's behaviour also deteriorated during the inspection. For example, children threw bricks and blocks. This added to the disorderly and noisy environment.

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need to do better?

n The manager and other senior staff identify children who may need extra support. They work effectively with parents and other professionals to understand children's specific needs and challenges. However, although support plans are documented they are not implemented effectively. Staff are unclear about how they can support these children well, while waiting for additional funding to be approved. Some children with SEND are not having their needs met well. n All children are allocated a key person. Sometimes, staff changes lead to necessary changes to these arrangements. However, the manager does not check that information about children's specific needs and development is understood by the incoming key person. This means that staff who take the lead in planning for children's care and learning do not always know enough about children's particular needs to do this effectively. This is especially the case for

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need to do better?

some children with SEND. n Some staff do not have an accurate understanding of how children learn. This

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need to do better?

8 February 2022 leads to them identifying inappropriate next steps for children's learning. For example, some staff have a poor understanding of how to support young children with speech and language delays. n Staff do fully understand the curriculum. They plan activities for older children to cover all the areas of learning, without a well-defined focus on the specific skills or knowledge they want children to learn next. For example, staff add mathematical resources to sensory play experiences with the aim of helping children learn to count and recognise numbers. However, they do not consider how to use these resources in a meaningful way. n Children have opportunities to listen to stories. Staff working with babies and younger children find cosy corners to look at books with babies. Staff read in an animated way and point out pictures. Babies and younger children show delight and interest. Older children show an interest in stories and show some

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need to do better?

understanding of how stories are structured. n Staff meet children's care needs diligently. They frequently check and change nappies and help older children become more independent in meeting their own personal needs. Staff follow babies' routines from home and are flexible about sleep times. Children have daily fresh air. n Some babies and younger children find resources fascinating. For example, babies enjoy exploring baskets of colourful items and pulling themselves to standing, using low-level tables for support. However, a significant number of older children show less interest in what is on offer. These children flit quickly between play, often dropping or discarding resources as they do so. The room becomes untidy and activities begin to look unappealing. Staff do not offer effective support to help these children focus and take part in meaningful learning experiences. n Children show they can behave well. They are polite to visitors and have good

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need to do better?

manners when eating. However, weaknesses in the curriculum lead to times when older children's behaviour deteriorates. Staff do not always intervene promptly, such as when children begin throwing toys. When staff do offer support, they do not devote enough attention to ensuring children understand and change their behaviour. For example, children are told to use 'walking feet' but still continue running. n Staff report they find the manager approachable and supportive. They appreciate her support for their mental well-being. There are people and systems in place to support the manager now to make the necessary improvements to the provision.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The provider takes appropriate steps to ensure those employed to work with children are suitable to do so. Thorough checks are completed before new staff are appointed. Overall, staff have thorough safeguarding knowledge and are able to identify when a child may be at risk of harm. Staff understand the importance of promptly sharing any concerns, to keep children safe. Staff supervise children

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Safeguarding

8 February 2022 closely at all times, including at mealtimes and when arriving or leaving nursery. Staff ensure the premises are safe and secure and that resources are suitable and in good condition.

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Due date

improve arrangements for meeting the needs of children with SEND to ensure they receive the support they need to join in, learn and make the progress of which they are capable 25/03/2022

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Due date

improve key-person arrangements, to ensure information between staff is shared promptly and thoroughly so new key persons have an accurate understanding of key children's needs and are able to meet them effectively 25/03/2022

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Due date

provide those in leadership roles with support and guidance to enable them to monitor staff practice and knowledge effectively, to improve the curriculum and teaching, in order to provide children with consistently challenging and stimulating learning experiences 25/03/2022

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Due date

improve the learning environment for older children, to help children focus and engage well in their learning 25/03/2022

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Due date

support staff to identify when children need guidance about acceptable behaviour, so staff can intervene and support children promptly and appropriately. 25/03/2022

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Setting details

Unique reference number 2535490 Local authority Buckinghamshire Inspection number 10215192 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 Full day care

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inspection

Total number of places 51 Number of children on roll 75 Name of registered person Aktiva Nurseries Ltd

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reference number

Telephone number 02035518909 Date of previous inspection Not applicable

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Information about this early years setting

Aktiva Nurseries, Oakfield registered in 2019. It operates from the Dalby community building located on the Kingsbrook housing development in the Oakfield area of Aylesbury, Buckinghamshire. It is open from 7.30am to 6pm, Monday to Friday, throughout the year. The provider employs 17 members of staff, of whom nine hold appropriate qualifications at level 2 or level 3. The provider is in receipt of funding to provide early education to children aged two, three and four years.

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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 evaluations of the provider. n The manager and inspector completed a learning walk together and discussed the early years curriculum. n The inspector carried out a joint observation with the manager. n Parents and children shared their views and the inspector took these into account. n The inspector held meetings with the manager and other senior members of staff.

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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

8 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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