Hugs and Giggles Nursery

Inspection of Hugs and Giggles Nursery 101a Headstone Lane, HARROW, Middlesex HA2 6JL

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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 Inadequate

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The provision is inadequate

Children's safety and well-being are compromised. Staff, including agency staff, have a very weak understanding of their safeguarding responsibilities to help to keep children safe and from harm.

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The provision is inadequate

The key-person approach is ineffective. Children do not form secure attachments to a designated key person. For example, staff consistently move between rooms. Furthermore, the manager has not carefully considered the impact of changes to a key person and unfamiliar visitors, such as many school leavers attending a work placement. This means children's emotional well-being is not promoted well.

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The provision is inadequate

Children's independence is not supported to a good level. Older children have very limited opportunities to independently make choices in their play and learning. They spend long periods of time sitting at tables with a small selection of toys. This hinders children's ability to become confident, inquisitive and motivated learners.

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The provision is inadequate

Younger children have few opportunities to explore natural objects to help them to explore and make sense of their world. The curriculum offers limited opportunities to challenge children and enthuse them to play and learn. Children, however, eagerly leave parents on arrival to join their friends. Older children keenly join in during circle time, sing songs and enjoy outdoor play. Children behave well.

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need to do better?

n Leaders provide very limited support for the management team and the day-to- day running of the nursery. There are no arrangements in place for supervision meetings. This means staff do not have opportunities to confidentially discuss and raise any concerns. There are limited opportunities to help them to identify their strengths and to recognise areas that they can improve. Staff do not access professional development opportunities to help them to improve the quality of teaching, and learning opportunities available to children. n There is limited improvement since the last inadequate inspection. The leader does not recognise the importance of self-evaluation and improvement. She has not acted swiftly to organise training on the request of staff. Induction for new staff and agency staff is ineffective. New staff start without induction to help them to fulfil their roles and responsibilities. Leaders do not ensure that agency

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need to do better?

staff understand safeguarding procedures for the nursery. Most staff have a very weak knowledge and understanding of their safeguarding and child protection responsibilities. n The newly appointed manager works in partnership with the local authority early years team. Although, this is at its very early stages to address ongoing weakness identified during advisory visits. The leader and the manager have not

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need to do better?

14 July 2022 addressed many actions raised from previous inspection to help to improve practice and the provision. n The curriculum planning is poorly designed to ensure all children experience broad, varied and stimulating experiences across all areas of learning and development. Even though the manager knows what she intends children to learn, this is not understood by most staff. They do not effectively implement the curriculum intent. Children do not have the best possible start to their education. n Staff provide opportunities to promote older children's physical skills. Children benefit from allocated times outdoors to help to develop their large muscles and coordination. For example, children enthusiastically climb large equipment, throw and kick balls. Even though younger children explore outdoors there are very limited opportunities to enthuse and engage them in meaningful play and learning. n Children are not well prepared for the next stages in their learning and when

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need to do better?

they move on to school. Staff do not effectively identify what children need to learn next to help them to make good progress from when they first start. They do not recognise those children who require targeted support. This means early intervention is delayed. Because of this, children with speech and language delay do not swiftly receive the support they need. Children do not make the best possible progress. n Parents say they are happy with the care of their children. They report that staff value the languages children speak at home, such as staff ask parents for key words in other languages to help to promote children's uniqueness. They say the nursery provides a 'welcoming' and 'relaxed' atmosphere.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

Leaders do not ensure that staff have up-to-date safeguarding knowledge. Staff do not receive training to enable them to recognise when a child might be at risk of radicalisation and female genital mutilation. Staff have a very weak knowledge of their safeguarding and child protection responsibilities. They do not confidently know who to raise their concerns to within the nursery and most staff do not know the external agencies to whistle-blow to and report a child at risk of harm. This has a significant impact on children's safety.

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Due date

14 July 2022 take immediate action to ensure all staff, including agency staff, have a secure knowledge and understanding of the setting's safeguarding policy and procedures 04/08/2022

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Due date

implement an effective key-person system to ensure children's emotional well-being is consistently promoted to meet their needs 04/08/2022

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Due date

put in place appropriate arrangements for the supervision of staff to support, coach and train staff to enable them to develop their teaching skills and promote their well-being. 04/08/2022

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Due date

make sure induction procedures are robust to enable all new staff and agency staff to understand their roles and responsibilities 29/08/2022

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Due date

ensure leaders provide effective support and further training to the management team, and their workload is realistic and manageable 29/08/2022

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Due date

take immediate action to ensure children independently access a stimulating learning environment organised to meet their individual learning needs 29/08/2022

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Due date

take immediate action to ensure the implementation of the curriculum intent is effective, so that children gain the knowledge and skills to become successful learners 29/08/2022

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Due date

ensure that staff assess children's progress effectively in highlighting gaps in children's development. 29/08/2022

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Setting details

Unique reference number EY443930 Local authority Harrow Inspection number 10232444 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 52 Number of children on roll 59 Name of registered person Headstart Nursery and Learning Centre Ltd

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reference number

Telephone number 020 8861 3983 Date of previous inspection 21 January 2022

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Information about this early years setting

Hugs and Giggles Nursery registered in 2012. The nursery operates from the grounds of Headstone Park, in the London Borough of Harrow. The nursery is open each weekday, from 8am to 6pm for most of the year. Six staff are employed by the nursery. Of these, one member of staff holds a level 6 qualification, three hold appropriate childcare qualifications at level 3 and two staff hold a level 2 qualification. The nursery receives funding to provide free early education for children aged two, three and four years.

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Inspection activities

n The inspector discussed any continued impact of the pandemic with the provider and has taken that into account in their evaluation of 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 Staff spoke to the inspector during the inspection. n The inspector spoke with the nominated individual/registered individual 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 Several parents where spoken to by the inspector during the inspection and she took account of their views. n The inspector viewed the provision and discussed the safety and suitability of the premises.

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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 July 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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