Welcome Nurseries@Priory Campus

Inspection of Welcome Nurseries@Priory Campus Priory Campus, Pontefract Road, Barnsley S71 5PN

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Not applicable

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The provision requires improvement

Children are supervised appropriately to keep them safe from harm. However, deployment of staff is not always effective. While the minimum adult-to-child ratios are met, there are sometimes not enough staff working directly with the younger children. This leads to periods when staff merely supervise these children as they are unable to offer quality interactions to fully support learning. During these times, children with special educational needs and/or disabilities (SEND) also do not receive good levels of engagement and support. This results in children receiving varied learning experiences. When there are enough staff working with each age group, children are engaged and challenged by staff more effectively. Staff provide appropriate levels of care as they offer cuddles and reassurance when needed.

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The provision requires improvement

Staff focus on supporting children's social skills as well as their communication and language skills. This is because they recognise how COVID-19 has had an impact on children's learning in these areas. Most children arrive confidently at the nursery. They excitedly come in and are keen to share their news with staff. All children enjoy daily opportunities to play outside. They have fun exploring in the enclosed forest play area. Older children are supported to share, take turns and use their imagination as they make dens and fairy houses out of sticks. Staff skilfully use opportunities as they arise to support children's mathematical awareness. For example, when children find a range of sticks, staff encourage them to identify the different size of each stick.

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need to do better?

n The manager and staff understand what they want children to learn as they support each child to build on their prior knowledge and skills. However, when there are not enough staff working directly with younger children, staff are unable to implement their curriculum effectively. Therefore, while children enjoy playing with the activities set out, quality interactions and communication with the children reduce. n Staff are aware of children's individual needs. The manager is working with staff to review and update individual targets for children with SEND. Outside agency support is being requested, where needed, for individual children. However, staff do not consistently implement the specific targets set for each child with SEND. This does not help to close the gaps identified in children's learning quickly enough. n The recently recruited manager has a clear vision for the nursery. She is a skilled

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need to do better?

practitioner who role models good practice. The manager is working closely with senior leaders and the staff team to identify areas for improvement. A key priority is the recruitment of additional staff so that she can ensure deployment of staff remains consistently effective.

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need to do better?

16 May 2022 n Children's communication and language are generally supported well. Staff respond to younger children's attempts at communication and put their single words into simple sentences. Children enjoy choosing their own books to look through independently or to read with staff. Staff ask pre-school children questions, which encourages them to engage in conversations. However, staff do not consistently allow children enough time to listen and respond with their own thoughts and ideas. n During small-group activities, staff encourage younger children to listen and learn each other's names as they sing a hello song. For pre-school children, the length of group activities increases as staff support children to sit and listen for longer periods. However, staff do not always take full account of the individual abilities of each child to ensure that these experiences are pitched at the correct level. This results in some children losing focus as they wander off to play

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need to do better?

elsewhere, whereas other children remain engaged for the whole session. n Staff explain to children what is coming next during the daily routine. For example, staff advise children when group time is about to start and when it is time to line up to go back inside. However, they do not always support children to learn the expectations of these routines effectively. This results in some children not always participating and benefiting from the experiences on offer. For example, children who are not encouraged to join the group activity miss out on the varied learning taking place. As children are not supported to all line up to go inside, they miss out on learning this skill, as well as other learning such as counting how many children are in the line. n A new cook has recently been employed and the manager has introduced a new menu to ensure children benefit from a healthy, balanced diet. Drinks of water

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need to do better?

or milk are encouraged and children are now supported to serve their own meals.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The nursery is securely maintained. Staff are vigilant for any potential hazards and talk to children about safety issues as they arise. For example, when a child proudly announces they have a new skateboard, the manager uses the opportunity to ask about any safety equipment they use. The manager and staff are aware of their roles and responsibilities to safeguard children. They understand a wide range of potential indicators of abuse and know the procedures to follow if they have any concerns about a child's welfare. The manager monitors accident and incident forms each month to identify any possible patterns. This ensures relevant action can be taken if concerns are identified, which keeps children safe from harm.

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Due date

ensure deployment of staff is consistently effective so that children are appropriately supported and their learning promoted effectively 20/05/2022

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Due date

ensure interventions identified for children with SEND are consistently implemented by staff. 20/05/2022

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should:

n review how activities are structured and delivered so that they consistently build on children's attention and concentration skills n review how staff support children to understand the expectations of the daily routine so that they fully engage in all experiences offered n ensure staff allow children enough time to listen and respond with their own knowledge and ideas.

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Setting details

Unique reference number 2647499 Local authority Barnsley Inspection number 10238683 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 86 Number of children on roll 39 Name of registered person Welcome Nurseries Ltd

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reference number

Telephone number 01226 770619 Date of previous inspection Not applicable

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Information about this early years setting

Welcome Nurseries@Priory Campus registered in 2021 and is located in Barnsley. The nursery employs seven members of childcare staff. Of these, six staff hold appropriate early years qualifications at level 3. The nursery opens from Monday to Friday all year round except for bank holidays and the week between Christmas and New Year. 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 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 manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n Children spoke to/communicated with the inspector during the inspection. n The manager and the inspector carried out a joint observation during a planned activity. n Parents shared their views on the nursery with the inspector.

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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

16 May 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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