Jelly Tots

Inspection of Jelly Tots Solway Community Technology College, Liddell Street, Silloth, WIGTON, Cumbria CA7 4DD

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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 Requires improvement

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The provision is inadequate

There are significant weaknesses in the safeguarding practices at the nursery. The manager does not have a good enough understanding of her role to protect children's welfare. She does not check that staff working with children remain suitable to do so. Staff do not take prompt and effective action to minimise any potential risks to children, particularly in the area where children sleep and during mark-making experiences. Some areas of the nursery are not adequately equipped to ensure the safe preparation of meals and snacks. Food and drinks provided to children are not healthy enough. Staff do not consider the needs and abilities of every child when managing their behaviour. They do not consistently intervene to challenge instances of poor self-control. Therefore, children's behaviour is poor. These weaknesses have a significant impact on children's health, safety and welfare.

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The provision is inadequate

Actions from the last inspection have not been addressed. The manager does not provide staff with the appropriate support, coaching and training to support them in their role. Staff across the nursery have a poor understanding of the early years curriculum and how to implement this successfully. Staff's interventions lack rigour and are not always appropriate to the learning taking place. Some key persons do not know their children well enough. They do not share the necessary information about children's learning and progress with parents and other professionals as appropriate. This hinders children's learning and does not support them to make the progress that they are capable of. Despite this, children are generally happy and settled at nursery. They join in with songs and rhymes and express their favourites. Children, including those who speak English as an additional language, enjoy listening to stories. They handle books carefully and turn the pages, usually,

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need to do better?

n Some of the actions from the last inspection have not been suitably met. Staff have not undertaken enough training and professional development to improve their knowledge of the curriculum and other specialist subjects. Additionally, although staff undergo a yearly appraisal, the manager does not engage staff in regular supervision sessions. This does not support staff to identify areas in which they need to improve. Equally, it does not equip them with the knowledge they need to promote children's care and learning to a suitable standard. n Staff have a weak understanding of what it is that they intend for children to learn. They show little understanding of how to intervene to move play on. For example, during creative experiences staff do not question children who speak English as an additional language well enough, to develop their early language skills. Additionally, staff's interactions are often not relevant to the learning

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need to do better?

9 September 2022 taking place. For example, when older children create a tower using blocks, staff ask if they would like to recite the alphabet. This hinders children's learning and does not build on their current skills and interests. n Staff do not take prompt action to keep children safe. For example, toys and resources are piled high on the worktop in the sleep room and are easily reachable by children. Additionally, staff do not take action to stop children from running around the room while holding objects, such as pencils with the points facing upwards. This puts children and others at risk of harm. n Some safeguarding practices are weak. The manager does not ensure that she is appropriately trained to carry out the role of the designated safeguarding lead. This does not ensure that children's safety and welfare are fully protected. n Staff do not ensure that food preparation areas are clean and safe. There is little

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need to do better?

room to prepare and serve foods safely in the kitchen area because many of the work surfaces are covered with resources and paperwork. Additionally, staff do not wipe the surfaces in between preparing different foods. This results in some cases of cross-contamination. Furthermore, staff do not work together with parents well enough to ensure that children are provided with healthy food and drinks during the day. This has an adverse impact on children's good health. n In the main, staff speak to children in a gentle manner. Some staff attempt to intervene to try to resolve conflicts as these arise. However, staff do not consistently discourage actions, such as throwing toys and climbing on furniture. This creates a disorderly environment and leads to children demonstrating poor self-control. Furthermore, staff sometimes use strategies that do not consider the ages of the children being cared for. For example, during conflicts, very

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need to do better?

young children are encouraged to say 'sorry' to their friends even though they have not yet gained an understanding of what this word means. n Overall, children form a secure bond with staff. However, some staff do not know who their key children are. This does not ensure that children's individual care and learning needs are supported as well as they could be. This has also resulted in some parents not receiving a short written summary of the progress that their children are making between the ages of two and three years. n Staff form generally secure links with other settings in the area. They take children to nearby school nurseries, to help them to become familiar with the environment that they will later move on to. Children are collected from school and nursery safely and staff make time for children to share information about their day.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

Children's safety and welfare are not fully protected. The manager has not undertaken the required training to support her in her role as the designated safeguarding lead. She has a poor understanding of the agencies she needs to contact in the event of an allegation being made against a member of staff and in the event of a child not being collected from the nursery. Despite this, the manager and staff have a suitably firm understanding of the indicators of child abuse and

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Safeguarding

9 September 2022 how to report any concerns. They take steps to protect children's identities, such as when sharing information on social media with parents. Although the manager recruits staff safely, she does not complete any further checks to ensure that staff remain suitable to work with children. This puts children at risk. Additionally, some information and records, such as those relating to staff's qualifications, are not readily available or easily accessible to the relevant and authorised personnel, for example during inspection.

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Due date

support staff to undertake the appropriate training and professional development to improve their knowledge of the curriculum and how to support young children to learn and develop 30/09/2022

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Due date

ensure that the designated safeguarding lead completes the required training and is fully aware of their role and responsibility to protect children's welfare, including in the event of an allegation being made against a member of staff and in the event of a child not being collected from the nursery 30/09/2022

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Due date

take steps to ensure that staff's ongoing suitability is checked on a regular basis and that staff are made aware of the need to inform the manager of any changes that may affect their ability to care for children 30/09/2022

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Due date

take prompt and effective action to minimise any potential risks to children, particularly in relation to the area where children sleep and during mark-making experiences 30/09/2022

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Due date

9 September 2022 implement a more regular and effective programme of support and coaching for staff, to improve their knowledge, skills and teaching practice 30/09/2022

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Due date

apply sensitive and consistent behaviour management strategies that are appropriate to the ages of the children being cared for 30/09/2022

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Due date

ensure that there are suitable and hygienic areas to prepare and serve food safely 30/09/2022

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Due date

work together with parents to ensure that food and drinks provided to children during the day are healthy, balanced and nutritious 30/09/2022

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Due date

ensure that there is an effective key- person system in place to support the individual care and learning needs of all children 30/09/2022

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Due date

make sure that information and records are readily available and accessible, particularly during inspection. 30/09/2022

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Due date

provide all parents with a written summary of the progress that their children are making when they are between the ages of two and three years. 30/09/2022

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Setting details

Unique reference number EY424791 Local authority Cumbria Inspection number 10214701 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 18 Number of children on roll 43 Name of registered person McCormick, Jacqueline

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reference number

Telephone number 01697925035 Date of previous inspection 2 November 2021

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Information about this early years setting

Jelly Tots registered in 2011 and is based in the Wigton area of Cumbria. The setting employs six members of childcare staff. Of these, two hold relevant qualifications at level 3 and one holds a relevant qualification at level 2. The setting operates Monday to Thursday, from 7.30am to 5pm, and on Friday from 7.30am to 4pm, all year round, with the exception of two weeks over the Christmas period. The setting provides funded early education for two-, three- and four-year-old children.

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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 nursery. n We carried out this inspection as a result of a risk assessment, following information we received about the provider. n The manager led the inspector on a learning walk to show how the nursery is organised and to share information about the intent for the early years curriculum. n A planned activity was jointly evaluated by the inspector and a member of staff. n The inspector held discussions with the manager, the staff and children at appropriate times during the inspection. n A sample of documents were viewed by the inspector. These included evidence of the suitability of staff, a record of staff's qualifications and training, and some of the policies and procedures. n The inspector spoke to a number of parents 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

9 September 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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