Fox Hollies Forum Preschool And Playscheme

Inspection of Fox Hollies Forum Preschool And Playscheme Fox Hollies Forum, Greenwood Avenue, BIRMINGHAM B27 7RA

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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 welcomed with a warm smile by staff. They settle quickly to a variety of activities and have the option to have breakfast if they are hungry. The staff build strong relationships with their key children, who settle very quickly. They get to know the children and interact well with them. However, they do not build on information about children's prior experiences enough or use this to plan accordingly for children's next steps in learning. There are some weaknesses in the leadership and management of the setting which impact on consistency of staff practice. Teaching is variable and some staff do not focus on what they want children to learn. This means that some children do not benefit from challenging experiences. They lose interest and often flit from one thing to the next.

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The provision requires improvement

All children enjoy the outside area. They play together with respect and tolerance. Children line up to take turns playing with the basketball. Staff are quick to help children follow rules and reward them with praise. Some of the older children show the younger children the worms they find while digging for bugs. Children's independence is promoted well. They are encouraged to put on their own wellington boots and are offered support when needed. They are beginning to problem-solve and take measured risks as they use tyres, wooden beams and crates to build an assault course. They balance along beams and staff help and support those children who need extra reassurance.

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need to do better?

n Staff offer support to children with special educational needs and/or disabilities. They have built close links with parents and other professionals to ensure referrals are completed in a timely way. Targets are set to make sure children make progress in their learning. Staff put in place targeted support for children with special educational needs and/or disabilities. Staff spend one-to-one time with those children who need it, to help them to access an inclusive environment. n Children enjoy exploring the outside area and using equipment to build an assault course. Staff support children to persevere with chosen tasks. n Staff promote equality and diversity well. Children take part in activities which help them to learn about festivals, communities and traditions beyond their own. For example, children enjoy learning about The Queen's Platinum Jubilee as they play with cardboard cut-outs of castles and London buses.

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need to do better?

n Children have opportunities to play and explore. They are developing some age- appropriate key skills. However, staff do not consider how to gain more information when children first start to plan accordingly for children's individual needs. Next steps are generic and do not support children's individuality. The learning opportunities provided do not support children to consolidate, then build

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need to do better?

7 June 2022 on, their learning further. This means children do not make consistently good progress and are not prepared well enough for the next stage in their development. n Staff's well-being is considered and staff work really well together to support each other. The new manager is developing within the role and some training needs of staff are identified. However, inductions and supervisions do not focus enough on supporting staff to gain up-to-date knowledge to help them fully understand their roles and responsibilities. n The manager has not identified gaps in staff knowledge quickly enough to develop staff practice and raise the standard of teaching. Some of the staff have a strong understanding of the curriculum intent but this is not consistent for all staff. This means teaching is variable and, at times, staff fail to identify learning opportunities available. n Children's communication and language are generally supported within the

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need to do better?

setting. Staff talk to children and ask questions to test their understanding. During some group sessions, staff read to children and sing familiar songs for them to join in with. However, when children request another story, they are told there is no time, and staff continue with singing. Therefore, there are times when staff do not take account of children's interests or adapt experiences to promote children's engagement and learning. n Parents give positive feedback about the setting. They speak about how approachable all the staff are and how the children enjoy coming.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The manager has identified areas of training for staff and has put in place online training to allow staff to develop their knowledge of safeguarding. Policies and procedures are implemented, and the staff know the local procedures if they have a concern about a child. Staff have a general understanding of risks to children and are alert to the signs and symptoms of abuse. The premises are safe and secure, and risks to children are identified and minimised. All staff's suitability is checked to ensure all staff are suitable to work with children.

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Due date

7 June 2022 improve the induction and supervision arrangements for staff, and ensure that all staff have a good understanding of updated guidance and legislation, so that they are fully aware of their roles and responsibilities 07/09/2022

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Due date

develop staff's knowledge and understanding of the curriculum, and identify ways to further develop staff's teaching to improve the quality of education 07/09/2022

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Due date

identify and use children's prior learning experiences to plan successfully and identify clear next steps, to build on what children already know and can do, to help them make consistent progress in their learning. 07/09/2022

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should:

n adapt experiences to promote children's engagement and learning which take account of children's interests.

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Setting details

Unique reference number EY561430 Local authority Birmingham Inspection number 10194430 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 36 Number of children on roll 51

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Name of registered person

Fox Hollies Community Association Charity Incorporated Organisation

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reference number

Telephone number 01217060652 Date of previous inspection Not applicable

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Information about this early years setting

Fox Hollies Forum Preschool And Playscheme registered in 2018. There are seven members of staff; all hold a qualification at level 3 or above. The setting operates term time only and for five days a week. Opening hours are from 8.45am to 11.45am, and from 12.15pm to 3.15pm. There is also an option for children to stay for lunch. The setting provides funded early years education for two-, three- and four-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 provider and has taken that into account in their evaluation of the setting. n The manager and the inspector completed a learning walk together of all areas of the setting and discussed the early years curriculum. n The inspector carried out a joint observation of a painting activity with the deputy manager. n The inspector spoke to several parents during the inspection and took account of their views. n The inspector talked to staff at appropriate times during the inspection and took account of their views.

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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

7 June 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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