Ateres Elisheva Daycare

Inspection of Ateres Elisheva Daycare Beis Menachem, Park Lane, Salford M7 4JD

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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 are not always kept safe in this setting. Leaders and staff do not understand their role and responsibilities in ensuring that the premises are secure. Furthermore, staff do not carry out the correct vetting procedures for visitors. Therefore, unauthorised visitors are able to enter the premises. This puts children at risk of harm.

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The provision is inadequate

There are no clear rules or boundaries for children to follow. This has a negative impact on children's behaviour. Children become frustrated with each other. They often hit and push one another. Children do not understand how to regulate their own behaviour. This creates an unsafe environment for some children. Staff do not explain to children what is happening now and next. Consequently, children are often confused by what is expected of them.

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The provision is inadequate

Children do not make the progress they are capable of in this setting. Leaders are unclear about what they want children to learn next. Therefore, staff are unable to plan meaningful opportunities that challenge children's learning. Children are expected to join in with some group activities that staff have planned, such as singing. However, these do not capture the interest of the children. Consequently, children quickly become disengaged and distracted. The environment is very untidy. This is a risk to children as they repeatedly fall over or slip on the toys which have been discarded on the floor.

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need to do better?

n Leaders are yet to implement an effective curriculum that supports children to build on what they already know and can do. They do not ensure that staff have a good enough knowledge and understanding of how young children learn. Therefore, staff are unsure how to support children's development. Children in this setting are not ready for their next stage in learning. n Staff do not support children's communication and language well in this setting. Children are very quiet. Staff occasionally ask children questions. However, children often do not answer. Staff are not supporting children to learn how to engage in back-and-forth conversations. There is little interaction between children and staff. Therefore, children are not making adequate progress with their speech development. n Staff do not support children to learn how to share and take turns. Children often snatch toys from each other. This causes conflict between children. Staff

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need to do better?

do not have effective measures in place to promote positive behaviour. Children are often sat on a staff member's knee until they have settled down. However, staff do not support children to understand how their behaviour effects others. Consequently, children repeat the same patterns of behaviour.

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need to do better?

24 May 2022 n Children often become unsettled in this setting. Staff comfort children by giving them cuddles. However, staff do not support children to identify or understand their feelings. Consequently, children only remain settled for short periods of time before becoming upset again. Staff are not effectively supporting children's emotional well-being. n Children have little chance to make choices for themselves in this setting. Staff often do things for the children, such as putting on their coats. Therefore, children are not developing their independence skills. n Children learn about what makes them unique. Staff support children to learn about their own culture and way of life. However, staff are yet to implement effective strategies to support children to understand other cultures, faiths and beliefs. Therefore, children do not learn about the diverse world around them. n Staff take children on nature walks to encourage them to get daily fresh air and

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need to do better?

exercise. Children bring in healthy snacks to eat, such as a variety of fruit. Therefore, children learn some of the ways to keep themselves healthy. n Leaders do not have effective systems in place to support the professional development of staff. Staff attend some training courses. However, leaders are yet to support staff to implement the good practice that they learned. Leaders carry out regular supervision meetings with staff. However, these are not effective in supporting staff to make improvements to their practice. n Parents share some of the things they like about the setting. Parents comment that the staff are kind and caring. They also express that their children enjoy coming to this setting.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

Risk assessments are not always effective. Leaders and staff do not ensure that the external door to the premises is kept locked. Furthermore, leaders do not make sure that staff follow the setting's procedure for ensuring that only authorised people enter the building. Leaders and staff have an adequate knowledge and understanding of the potential signs and symptoms of abuse. Staff are aware of how to correctly report concerns to the setting's designated safeguarding lead. However, leaders and staff are unsure of the roles and responsibilities of other professionals involved in the welfare of children. Staff carry out daily checks of the indoor and outdoor environment. However, these are not always effective as staff fail to identify the hazards caused by toys being left out on the floor.

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Due date

24 May 2022 ensure that risk assessments are effective, particularly in regards to the security of the premises and vetting of visitors 21/06/2022

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Due date

ensure staff understand their role and responsibilities in keeping the environment safe and secure 21/06/2022

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Due date

introduce effective arrangements for managing children's behaviour to ensure all children are safe 21/06/2022

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Due date

ensure that leaders and staff have a good knowledge and understanding of the roles and responsibilities of other professionals involved in the welfare of children 21/06/2022

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Due date

ensure that staff have a thorough knowledge and understanding of how young children learn to enable them to plan purposeful and challenging learning opportunities for children 21/06/2022

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Due date

implement a curriculum that meets the needs of all children to enable them to make the progress they are capable of. 05/07/2022

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Setting details

Unique reference number EY558128 Local authority Salford Inspection number 10190770 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 107 Number of children on roll 25 Name of registered person Ateres Elisheva

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reference number

Telephone number 07510766145 Date of previous inspection Not applicable

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Information about this early years setting

Ateres Elisheva Daycare registered in 2018. It operates term time only from Monday to Friday 8.55am to 4pm. The setting provides care and education for the children of staff working at the on-site primary school. There are 11 members of staff. Of these, eight hold appropriate qualifications at level 3 and one at level 2. The setting provides funded early education for two-year-old children.

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Inspection activities

n This was the first routine inspection the setting received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the manager and has taken that into account in their evaluation of the setting. n The manager and inspector completed a learning walk together of all areas of the setting and discussed the early years curriculum. n The inspector talked to children, staff and parents at appropriate times during the inspection and took account of their views. n The inspector spoke with the registered individual and manager about the leadership and management of the setting. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector carried out a joint observation of the interactions between staff and children with the manager. n The inspector looked at relevant documentation and reviewed evidence of the

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Inspection activities

suitability of staff working in the setting.

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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

24 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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