The Cottages Pre-School

Inspection of The Cottages Pre-School 54 King Street, LEICESTER LE1 6RL

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Overall effectiveness Inadequate

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Inadequate Leadership and management Inadequate Overall effectiveness at previous inspection Outstanding

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The provision is inadequate

Children's well-being is compromised. This is because leadership and management are weak. Some staff who lead the setting on a daily basis, lack the knowledge and skills to support children to make good progress. Leaders do not ensure there are enough qualified staff working with the children to adequately support their learning and development. Furthermore, young volunteers care for children without the required supervision from staff. This means children's welfare is not assured. Children are not helped to develop their independence, as staff do not encourage them to try things for themselves. For example, during a painting activity, even though children are capable, staff put aprons on and take them off for the children and wash their hands for them once they finish. Children who become upset during the day are not given the support they need to be able to talk about how they are feeling or regulate their emotions. That said, staff do offer children cuddles and

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The provision is inadequate

The majority of children behave well. They follow some routines of the day, such as lining up to go upstairs and waiting their turn to play in different spaces. However, staff's boundaries and expectations for children are not consistent. Children run in the setting, as they are unclear this is not acceptable. Some staff say, 'Don't run', others do not. Staff do not understand how to support all children make the progress they are capable of. The activities offered do not consistently challenge or enable them to build on what they already know and can do. Despite this, children play happily and enjoy their time at the setting. Staff interact well with children and provide some appropriate activities. Children enjoy copying a picture of a rainbow using glue and small pieces of tissue paper. They discuss with staff how a rainbow is made and the colours it contains.

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need to do better?

n The manager does not have a clear understanding of recent changes to the early years foundation stage or how these should be delivered. This impacts on her ability to support staff in helping all children make good progress across all areas of learning. n Staff regularly assess what children can do, and plan to engage them through what interests them. However, not enough focus is given to what children need to learn next. Furthermore, leaders do not monitor how well staff use information gained through their assessments to support children's learning. This results in much of the learning being incidental. At times, the learning planned for children who may need additional support is not good enough. Staff do not routinely identify gaps in children's development. n Leaders do not make sure that staff have the knowledge, skills and qualifications needed to effectively implement the setting's chosen curriculum. Leaders explain

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need to do better?

2 August 2022 that staff should allow children to make choices in their play. However, when children decide to paint with their hands rather than a paint brush, staff tell them not to and wash their hands. n Staff do talk to children about what they are doing. They help them make a train track and encourage them to think about what they might see on a train journey. Staff help children make animal sounds and use their imagination as they play with different toy animals. However, at times, staff do not interact with children in a way that supports them to learn new knowledge and skills. They ask children very basic questions and do not always give them time to think and respond during conversations. n Staff use inconsistent strategies to manage children's behaviour. While some children line up to wash their hands, staff allow other children to play on a see- saw, which confuses the children. Some children who need support to share are

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need to do better?

not given it while others are. Therefore, some children sit for long periods of time waiting for resources and become distressed. However, children get their own plates and cutlery when asked and wait at the table for their dinner. They listen to staff reading stories with some support and know to lie down when they hear staff play the meditation music. n Staff ask children to write their name in preparation for school. However, less- experienced staff lack the skills to show children how to hold a pen correctly and tell them incorrect information about how to form their letters. This does not consistently support children's early literacy skills. n Leaders and managers fail to recognise and address gaps in staff's knowledge and skills. Therefore, staff do not receive the training and coaching they need to develop their practice in order to improve the quality of teaching. n Parents are happy with the service provided by the setting. They comment

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need to do better?

positively on staff and how they communicate about what children have been doing during the day.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

Leaders do not make sure anyone under the age of 17 working with the children is supervised at all times. Furthermore, they do not ensure there are enough qualified members of staff working directly with the children. However, staff and leaders attend training to keep their safeguarding knowledge up to date. They demonstrate a good understanding of the signs and symptoms a child may be at risk of harm. Staff and leaders know how to record, monitor, and report any concerns to the relevant professionals. Leaders have a recruitment procedure in place to assess the suitability of all staff. The site is safe and secure and has clear visitor procedures. Staff check the environment regularly to ensure it is a safe place for children to play. All staff receive first-aid training and know how to help children if they have an accident or become ill.

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Due date

ensure the required number of qualified staff are in place and that staffing arrangements, including how staff and leaders are deployed, meet the needs of children, including supervising anyone under the age of 17 at all times 30/08/2022

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Due date

ensure gaps in leaders' and staff's ability to effectively implement the curriculum are identified and closed; and put timely training and coaching in place for staff to improve leadership and teaching 30/08/2022

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Due date

help staff to develop the skills needed to manage children's behaviour appropriately and consistently; give children the support they need to manage their feelings and behaviour 30/08/2022

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Due date

provide children with enough opportunities to develop resilience and independence, so that they are able and confident to try things for themselves 30/08/2022

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Due date

improve the consistency in how staff plan and provide challenging learning opportunities for children, across all the areas of learning, that build upon what children already know and can do. 30/08/2022

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Setting details

Unique reference number EY375589 Local authority Leicester Inspection number 10248536 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 100 Number of children on roll 26 Name of registered person The D.H. Nursery Ltd

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reference number

Telephone number 0116 223 6357 Date of previous inspection 27 August 2015

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Information about this early years setting

The Cottages Pre-School, Leicester, registered in 2008. The nursery opens Monday to Friday, 7.45am until 6pm all year round, closing at Christmas and bank holidays. The nursery receives funding for free early education for children aged three- and four-years-old. Of the three staff who work at the nursery, two hold relevant qualifications at level 3 and above.

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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 the evaluation of the setting. n The manager and inspector conducted a learning walk together, discussing the learning intention for children and how the environment is arranged. n The manager and inspector observed and evaluated an activity. n The inspector observed staff and children of all ages through the setting. n The inspector held discussions with staff and leaders regularly during the inspection. n Parents' and carers' views were taken into consideration. n A sample of documents were reviewed, including paediatric first-aid certificates, suitability checks, and safeguarding policies and procedures.

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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

2 August 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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