Croft Pre School

Inspection of Croft Pre School Scout & Guide H Q, Providence Row, Market Weighton, YORK YO43 3FE

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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 Good

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The provision is inadequate

Children are not suitably safeguarded because not all staff understand the pre- school's safeguarding policy and guidance. This means some staff are not alert enough to be able to identify possible child abuse, neglect, radicalisation or extreme practices should they need to. This does not help to fully protect children from harm.

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The provision is inadequate

Children are greeted by staff in a warm and caring way as they organise their things on arrival. They engage in some activities that are on offer. For example, older children play lotto, matching the corresponding pictures. Younger children tap the drum and learn about concepts such as loud and quiet. However, staff do not have high enough expectations of what children can do. As a result, some activities are not challenging enough. Some children are not highly motivated to take part in routine activities, either meaning they miss out completely or they interrupt the learning of those participating.

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The provision is inadequate

Children's behaviour is not always managed appropriately by staff. That said, some children enjoy sharing books with each other and with staff. However, the noisy and sometimes disorganised environment means that they are not always able to engage fully with the activity. For example, during a small-group story time, staff are constantly called away to prevent children engaging in boisterous play nearby. This means that children are not being supported effectively to develop their focus and attention.

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need to do better?

n The provider has failed to ensure that all staff fully understand the safeguarding policy and procedures. Not all staff are able to recognise child protection concerns, which potentially means that they could go unnoticed or get overlooked. This puts children's welfare and well-being at risk. n The pre-school has undergone a number of changes in the leadership of the setting. The provider acknowledges that in the past they have relied on previous managers to oversee the quality of provision. Consequently, the quality of the provision has significantly decreased since the last inspection. n The provider has not ensured that the quality of education is good enough and that staff implement an appropriately challenging curriculum. Staff do not make good use of observations and assessments of children's learning to inform their planning. Activities provided do not focus on what children need to learn next to

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need to do better?

develop their knowledge and skills further. Therefore, most children do not make the progress they are capable of as their learning needs are not being met. n The supervision arrangements for the staff team are weak. The provider fails to consistently upskill staff and support them in their roles. This means staff are

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need to do better?

18 May 2022 lacking in confidence and do not have the knowledge and skills they require to fulfil their responsibilities. The new management team is in the process of putting together new performance management, supervision, support and training arrangements for staff, including training and new procedures for safeguarding. However, the impact of the new systems is not yet known as managers have not had sufficient time to embed these. n Children are not learning to manage their own behaviour as staff do not make their expectations for behaviour clear. For example, when children run around at high speed indoors, staff ask them not to do this. However, they fail to check that children are complying, and children continue to repeat their actions. Some children are seen snatching and say 'no' to staff when they have been asked to follow instructions. Children throw and discard toys onto the floor. This behaviour is not consistently challenged by staff, so children are not learning

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need to do better?

right and wrong. n The special educational needs coordinator is new to the role. She is aware of the children who need additional support and is working with parents and other professionals to meet the needs of these children. n Since the start of the COVID-19 pandemic, children are now greeted by staff at the main entrance where their parents hand them over. Children have adapted to this change and arrive generally happily at the pre-school. n Children's health and well-being are promoted in some ways. There are a suitable number of staff with first-aid training, and appropriate accident procedures are in place. Children learn some skills to become independent. For example, they typically make choices about what they want to play with and they are encouraged to learn to use the bathroom, to go to the toilet, and wash and dry their own hands. Children are offered healthy snacks and can make decisions about their preference.

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need to do better?

n The provider has failed to maintain good standards. However, the new management team is reflective, highly critical and can identify all key weaknesses. The team has ambition for the pre-school and there are clear targeted plans to improve.

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

Staff do not have a secure understanding of child protection risk factors, particularly those related to broad aspects of safeguarding, such as the 'Prevent' duty. They have attended training, but this has not been fully effective. Therefore, children are not fully protected. Furthermore, the provider does not monitor, through rigorous performance management processes, that all staff understand the safeguarding policies and procedures. That said, the provider and staff understand the procedures they must follow to report any child protection concerns. Staff carry out daily risk assessments of the premises and deploy themselves well to supervise children.

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Due date

ensure that all staff develop their knowledge of the 'Prevent duty guidance for England and Wales 2015' and know how to recognise and prevent children from being exposed to extreme views 01/06/2022

p.4

Due date

improve arrangements for supervision of staff to identify weaknesses in practice so that targeted support, coaching and training can be provided to improve the quality of the provision and children's learning experiences 01/06/2022

p.4

Due date

implement an appropriately ambitious curriculum and support staff to make more effective use of observation and assessment to provide every child with challenging and enjoyable experiences that help them make good progress in their learning and development 01/06/2022

p.4

Due date

ensure that all staff consistently implement strategies designed to support and manage children's behaviour. 01/06/2022

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should:

n organise the environment and routines to allow children the opportunity to develop their focus and attention during play.

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Setting details

Unique reference number 314740 Local authority East Riding of Yorkshire Inspection number 10239975 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 20 Number of children on roll 30 Name of registered person The Croft Pre-School Committee

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reference number

Telephone number 01430 874192 Date of previous inspection 20 June 2019

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Information about this early years setting

Croft Pre School registered in 1992. The pre-school employs three members of childcare staff. Of these, two hold appropriate early years qualifications at level 3 and at level 2. The setting opens from Monday to Friday, term time only. Sessions are from 8.30am to 4pm. The setting 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 this into account in their evaluation of the provider. n The leader and the inspector completed a learning walk together of all areas of the pre-school and discussed the early years curriculum. n The inspector spoke to staff during the inspection and took account of their views. n The inspector spoke to the provider about the leadership and management of the pre-school. n The provider made available some documents for the inspector, including qualifications and training certificates and suitability records. n Parents gave their views about the nursery to the inspector, who took account of these. n The leader and the inspector observed an activity and discussed the impact of staff's interactions on children's learning.

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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

18 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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