Caterpillars Preschool-Broadfield

Inspection of Caterpillars Preschool- Broadfield Broadfield Community Centre, Broadfield Barton, Crawley, West Sussex RH11 9BA

p.1

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

p.1

The provision is inadequate

Staff do not support children's person, social and emotional development well enough. They do not set clear boundaries and expectations and children are unaware of what is expected of them. At times, when children's behaviour escalates, staff struggle to manage it and there is not a consistent approach in place. When children get hurt by others, there is no explanation to help them understand that the actions of others is not appropriate.

p.2

The provision is inadequate

Staff role model some positive behaviours to children, such as good manners at snack time. However, they often use physical intervention to stop children when other approaches have not been fully explored. There is no record kept of this. This compromises children's welfare and shows lack of respect.

p.2

The provision is inadequate

Children learn to make choices in their play. Staff are getting to know children and are aware of what they like to play with. They plan activities and help extend on children's interests. For example, after reading a story about a witch, staff help children to make potions with a variety of items. However, at times, children's engagement in learning is more difficult due to disruptions in children's behaviour. As a result, children are not able to reach their full potential. This includes children who learn English as an additional language and children with special educational needs and/or disabilities (SEND).

p.2

need to do better?

n The new staff team has only been in place a short time. However, the induction and supervision process is not effective. Staff are unclear of the procedures in place, which means they are not implemented consistently. For example, children could access the kitchen where there are hazardous materials stored. Staff do not consistently follow the procedure to prevent children from accessing the area. n Staff work with parents to share information about children. Parents report that they feel happy with the setting. The provider and manager continue to find ways to share information with parents to benefit children's time at pre-school. However, currently, no impact of this is evident in the setting. n The provider has not appropriately risk assessed all areas of the setting. She does not ensure that there are suitable procedures in place for emergency evacuation. For example, fire exits and safety equipment, such as fire

p.2

need to do better?

extinguishers, are not freely accessible at all times. n Staff talk to children and help to extend their language skills. For example, they describe starfish and sharks as children explore sand and water. Children enjoy the opportunity to use the garden. They practise their physical skills and ride on bikes. Children learn some skills ready to start school, however this is limited

p.2

need to do better?

14 June 2022 due to other weaknesses in the setting. n At times, staff deploy themselves well across the setting. Staff count the numbers of children in the garden regularly. They use 'walkie talkies' to communicate when there are groups outside. However, some transitions during the day are disorganised and chaotic. For example, at lunchtime, staff do not make sure there are enough seats for children to sit down. Staff fulfil other duties for lengthy periods before supporting children once they are seated at tables. As a result, children become unsettled and do not receive appropriate support to extend their learning experiences. n The provider has an overview of children's development. Statutory development checks are completed, which helps to identify gaps in children's learning. The provider makes referrals to other agencies for additional support where needed. However, due to the weaknesses identified in staff practice, children do not

p.2

need to do better?

receive the appropriate support to help close gaps in thier development. n Children enjoy makes choices in their play. For example, they explore mark making with 'paint pens'. In the garden, children relish in the opportunity to ride bikes and cars. This supports their physical development. However, popular items often become sources of frustrations for children and they struggle to take turns. Staff are not able to manage these times effectively. They physically remove children from ride-on toys before exploring all other options to support turn taking.

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

The provider does not ensure that a record is kept of when physical intervention is used to prevent children harming themselves or others. She does not have a clear understanding of physical intervention. As a result, she is unable to support staff in this area. However, any physical intervention has not resulted in injuries or rough handling of children. Staff are aware of the signs that show a child may be at risk of abuse, including areas such as female genital mutilation. They know what action to take if they have concerns about a child. They also know what to do if they feel they need to share concerns to services outside of the setting.

p.3

Due date

keep records of instances when physical intervention is used to support children's welfare 15/06/2022

p.3

Due date

14 June 2022 ensure that staff induction gives a clear overview of their roles and responsibilities so policies can be implemented consistently 04/07/2022

p.3

Due date

improve risk assessments and take action to maintain safe and appropriate access to emergency exits and equipment 04/07/2022

p.4

Due date

give children clear guidance and support to help manage their behaviour and learn about what is expected of them. 04/07/2022

p.4

should:

n continue to develop partnership working with parents to support children in the setting, particularly around healthy eating n review and develop transition times, such when children sit down for lunch, to ensure that children receive appropriate support.

p.4

Setting details

Unique reference number 2587365 Local authority West Sussex Inspection number 10244158 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

p.5

inspection

Total number of places 36 Number of children on roll 52 Name of registered person Caterpillars Pre-School (Sussex) Limited

p.5

reference number

Telephone number 07928128158 Date of previous inspection Not applicable

p.5

Information about this early years setting

Caterpillars Pre-school-Broadfield registered in 2020 and runs from a community centre. It is open from 9am to 3pm, weekdays in term time only. There are nine members of staff, four of whom have appropriate early years qualifications. The pre-school receives funding to provide free early years education for children aged two, three and four years.

p.5

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 their children to learn. n The inspector talked to parents during the inspection and took account of their views. 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 viewed areas used by children and discussed risk assessments.

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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

14 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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