Manor House Nursery

Inspection of Manor House Nursery Manor House Nursery, 145 Southmead Road, Westbury-on-Trym, BRISTOL BS10 5DW

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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 Good

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The provision is inadequate

Children's safety is put at risk. Some staff are not able to identify signs that may indicate safeguarding concerns. The designated safeguarding leads do not always recognise when to escalate concerns about children's welfare to other agencies and professionals.

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The provision is inadequate

Staff do not plan a curriculum that builds on what children know and can do to address what they need to learn next. Children spend the day playing contentedly but are not supported or encouraged by staff to develop new skills and knowledge. Some children spend large amounts of time playing silently by themselves and are not helped to choose activities that are appropriate for their stage of development. Children with special educational needs and/or disabilities (SEND) and those who require more help, do not receive sufficient attention from staff to target their individual needs. Consequently, most children are not adequately challenged or stimulated. They do not learn to concentrate or develop positive attitudes to learning and do not make good enough progress in preparation for later learning, including school.

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The provision is inadequate

Older children move confidently around the play areas. They initiate games, such as pretending to find fairies in the garden and helping their friends to build towers from construction blocks. Babies enjoy playing and splashing with water. They attempt to create bubbles by waving bubble wands and smile happily as the bubbles float away.

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need to do better?

n The new manager evaluates the nursery accurately. She has developed ambitious plans to drive improvement but has not yet had sufficient time to embed them. Consequently, there are still a significant number of breaches of requirements. For example, the provider does not ensure that all staff and leaders can identify and report all safeguarding concerns appropriately. n Staff do not plan a curriculum to build on children's next steps in learning. Children receive little support or challenge in their play. Some children stand and watch others for sustained periods. Other children flit between activities, or they spend much of the session doing activities that are too simple for their stage of development. For example, pre-school children complete multiple inset puzzles with ease over a long period, mostly in silence. n The curriculum for communication and language does not meet the needs of all children. Staff do not interact with children often or consistently well. For

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need to do better?

example, staff ask children too many questions that do not require verbal responses. Some children only speak when they approach staff and initiate discussion. Nonetheless, at times, some children speak confidently with their

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need to do better?

4 August 2022 friends as they play and develop good vocabulary, such as talking about what 'melting' means. n Most children are content to make up their own games. However, staff do not manage transition times well and they interrupt children suddenly during their play, such as to tell them to go for lunch. This does not support children to concentrate and engage in activities. This has also been raised as a recommendation at the previous two inspections, which shows the provider has not addressed this successfully. n There are weaknesses with the key-person system. Some staff know their key children well. However, the provider does not support all staff to identify their key children's stage of development quickly enough. In addition, staff are not always aware if the children attend any other settings. Consequently, staff do not provide effective and consistent support to meet every child's learning

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need to do better?

needs. n Children with SEND and those who need additional help do not make the progress of which they are capable. Staff do not always identify when children may benefit from extra support quickly enough. The plans created to target children's individual needs are not implemented effectively by staff. For example, children with speech delay take part in one activity each day to develop their speaking skills but spend most of the day playing silently. n Staff are kind and meet children's care needs. Children happily hold hands with staff and go to them for cuddles, and confidently ask for help when needed. They draw pictures as gifts for staff to take home. n The provider does not monitor staff or provide tailored support and coaching to develop their knowledge and skills. This has led to inconsistencies and weaknesses in staff practice, understanding and confidence. For example, although staff manage children's behaviour well overall, some do not support

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need to do better?

the older children to recognise and regulate their feelings and help them to understand the rules. n Partnerships with parents are ineffective. Leaders and staff do not share important information with parents about their children, such as their achievements, next steps in their learning and changes to the staff team. The manager is keen to address this and has already made plans to improve communication with parents. n Staff provide good support for children's independence. They encourage children to try to pour their own drinks and choose the food they want to eat from a young age. Older children confidently remove and put on their socks and shoes, manage their toileting needs and show their younger friends how to wipe their face after meals.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

Leaders and staff have completed appropriate child protection training. However, staff do not know how to recognise the potential signs of all aspects of safeguarding, to be able to report concerns about children's welfare. Leaders,

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Safeguarding

4 August 2022 including the designated safeguarding lead, do not always consider the importance of sharing information about children with other agencies and professionals. This compromises children's safety. Staff risk assess the premises effectively and provide a safe and secure environment for children. Leaders ensure there are sufficient staff present to enable them to supervise children closely. Recruitment and vetting procedures are implemented effectively. For example, staff who are still awaiting suitability checks know they are not to be left alone with children.

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Due date

improve staff's knowledge and understanding of safeguarding, with particular regard to identifying concerns about children's welfare 26/08/2022

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Due date

ensure leaders, including the designated safeguarding lead, have sufficient knowledge and understanding of safeguarding to enable them to recognise when to share information with other agencies and professionals 26/08/2022

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Due date

improve the quality and consistency of staff's interactions with children to support children's communication and language skills 26/08/2022

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Due date

ensure that the key-person system is effective, so that all staff know the children well and can provide tailored support to meet their individual learning needs 26/08/2022

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Due date

improve the support for children who need extra help, such as those with SEND, to meet their individual needs and help them make good progress 26/08/2022

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Due date

improve the arrangements for sharing detailed information with parents about children's learning and development 26/08/2022

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Due date

4 August 2022 develop links with other settings attended by children, to enable all adults working with children to get to know them and promote continuity in their learning 26/08/2022

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Due date

plan a broad and challenging curriculum that builds on children's knowledge and skills, to help them make good progress in their learning 26/08/2022

p.5

Due date

improve the monitoring of staff practice and provide support and coaching for their professional development, with particular regard to improving how staff manage the older children's behaviour 26/08/2022

p.5

Due date

improve arrangements for transitions between routine tasks and activities to help children engage deeply in their games and finish their play to their own satisfaction. 26/08/2022

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Setting details

Unique reference number EY408953 Local authority Bristol City of Inspection number 10247596 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 67 Number of children on roll 60 Name of registered person BBN Limited

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reference number

Telephone number 0117 962 9620 Date of previous inspection 19 April 2017

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Information about this early years setting

Manor House Nursery registered in 2005. It is located in Westbury-on-Trym in Bristol. The nursery is open each weekday, from 7.45am to 6pm, throughout the year. There are 16 members of staff, of whom 13 hold recognised early years qualifications at level 2 and above. The manager holds a relevant level 7 qualification.

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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 leaders and has taken that into account in their evaluation of the setting. n The new manager and an inspector observed an activity together and reflected on the quality of teaching and learning. n The manager took an inspector on a tour of the nursery and explained the curriculum and the changes she intends to make. n The inspectors had a meeting with leaders and viewed relevant documentation. n The inspectors observed and spoke with staff and children. n Parents shared their views with an inspector about their children's time at 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

4 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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