Setting EY427979

Report for childcare on domestic premises

p.1

Overall effectiveness Inadequate

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

p.1

The provision is inadequate

The breaches to the safeguarding and welfare requirements of the early years foundation stage compromise children's health and safety. Poor hygiene practices mean that children are at risk from cross-contamination and the spread of germs. For example, staff encourage children to wash their hands before mealtimes. However, multiple children use the same bowl of water and hand towel. Furthermore, staff do not model good handwashing techniques. Children 'dip' their hands in water and do not regularly use soap, including after touching animals. This impacts their health, attendance and subsequently, their learning.

p.2

The provision is inadequate

Children do not have access to well-planned activities that reflect their age and stage of their development. For example, older children complete mathematical activity books that are too challenging for their learning needs. In addition, staff do not consider children's previous knowledge before introducing new concepts. For instance, they set up a 'spa day' for babies, when they would not understand what this is. This does not create a secure foundation for future learning.

p.2

The provision is inadequate

Children are inquisitive and show curiosity as they self-select toys to play with. They spend extended periods exploring their own ideas. For example, children investigate the turrets of a toy castle. They collect cars and post them down the turrets. They wait eagerly to see where their cars will reappear. Children are self- sufficient in their play, only seeking support when they need it.

p.2

need to do better?

n Managers do not have a secure understanding of their curriculum. They have thought about how they would like to implement learning opportunities, but they are not clear about what they want children to learn. This has an impact on staff practice and the quality of teaching across all age groups. As a result, children do not receive the support and challenge they need to be successful learners in the future. n Managers do not fully assess staff's suitability during recruitment. For instance, they do not ensure all staff checks are complete before they are able to work alone and engage in children's personal care routines. The lack of understanding in regard to suitability checks places children at risk of harm. n Children have opportunities to learn about the world around them. They show excitement when they spot the resident cats while playing in the garden. They learn how to respect living things as they take care when interacting with the

p.2

need to do better?

animals. Children go on regular trips to local natural spaces. They feed the ducks, go for walks and visit the library. This helps children learn about their local community and the wider world. n Children have access to healthy balanced snacks and meals. However, they do

p.2

need to do better?

5 October 2022 not always have access to drinks, particularly during mealtimes. For instance, children's drinks stay in their playrooms while they eat breakfast in the dining room. While older children are able to request drinks, younger children are unable to make their thirst known. This has an impact on children's health and well-being. n Children's early language development is not consistently supported. Staff do not utilise routine activities to engage children in regular conversation and discussion. For example, during mealtimes, babies are sat away from the older children, facing forward. This means that they receive limited interaction from others. In addition, older children's attempts at communication often go unnoticed. The lack of opportunity to extend language and vocabulary impacts on the progress children make during their time at the setting. n Children do not learn how to keep themselves safe. For example, older children

p.2

need to do better?

practise their motor skills as they attempt to slice fruit and spread butter on toast. During this time, children repeatedly lick or place knives in their mouths. Staff fail to teach children about the consequences of their actions. In addition, staff do not help children to gain an understanding of keeping safe by demonstrating how to hold a knife and cut safely. This has an impact on children's early understanding of risk. n Not enough has been done to improve the provision since the last inspection. Staff still do not have a robust knowledge of how to safeguard children or ensure the environment is safe and secure. These issues continue to compromise children's safety. n Despite the breaches to the requirements, children are happy at the setting and behave appropriately. Even new children settle quickly on arrival. Staff know the children well and are calm and respectful. They respond to children with

p.3

need to do better?

kindness when they become upset, offering cuddles and reassurance. This helps children gain a sense of security and allows them to swiftly return to their play. Parents remark positively on the care their children receive, as well as the setting's personal approach.

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

Although staff have improved their safeguarding knowledge in some areas since the last inspection, they continue to have gaps in their understanding of policies and procedures. For example, staff were unable to identify the seriousness and immediate action required, in the event of bruising to a non-mobile baby in their care. They are not familiar with how existing injuries are managed and monitored. In addition, staff do not fully understand the roles of child protection agencies. As a result, the safety and welfare of children cannot be assured.

p.3

Safeguarding

Furthermore, managers do not use risk assessment effectively to keep children safe. For example, entrance and exit points are considered as high-risk areas. However, the measures in place to minimise risk are not sufficient. This has an impact of the security of the premises and children's safety and well-being.

p.3

Due date

ensure all required suitability checks are completed and the suitability of staff is known, before they are able to have unsupervised access to children 28/10/2022

p.4

Due date

ensure all staff fully understand the role of child protection agencies and have up to date knowledge of safeguarding issues, such as bruising protocols, so they are able to respond to child welfare concerns appropriately 28/10/2022

p.4

Due date

review and action hygiene and safety practices to ensure children are safeguarded from cross-contamination and potential harm 28/10/2022

p.4

Due date

improve risk assessment processes to ensure measures to reduce identified risk are appropriate and effective in safeguarding children from potential harm 28/10/2022

p.4

Due date

ensure children always have access to fresh drinking water, including during mealtimes 28/10/2022

p.4

Due date

5 October 2022 improve managers' and staff's understanding of how children learn, enabling them to create a curriculum that reflects the children in their care and provides the support and challenge children need to make good progress in all areas 30/11/2022

p.4

Due date

ensure that the curriculum is clearly planned and sequenced in each room to build on what children know and can do, to help them consistently gain sufficient knowledge and skills for their future learning. 30/11/2022

p.5

Due date

provide children with quality interactions that promote and support their developing communication and language skills, this includes communicating with younger children during routine activities 30/11/2022

p.5

Due date

ensure children are provided with clear messages that support their learning and understanding of safe practice and how to keep themselves safe. 30/11/2022

p.5

Setting details

Unique reference number EY427979 Local authority Hampshire Inspection number 10257899 Type of provision Childcare on domestic premises Registers Early Years Register Day care type Full day care

p.6

inspection

Total number of places 22 Number of children on roll 27

p.6

reference number

Date of previous inspection 28 June 2022

p.6

Information about this early years setting

Tree Tops Day Care registered in 2011. The setting employs seven members of staff; six of whom hold appropriate early years qualifications at level 3 or above. The nursery is open every weekday, from 7.30am to 6.30pm, all year round. The nursery provides funded early education for children aged two, three and four years.

p.6

Inspection activities

n This inspection was carried out as a result of a risk assessment, following information received about the provider. n The manager and the inspector completed a learning walk together of all areas of the provision and discussed the early years curriculum. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The inspector talked to staff and children at appropriate times during the inspection and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the setting. n The inspector discussed any continued impact of the COVID-19 pandemic with the provider and has taken that into account in their evaluation of the provider.

p.6

Inspection activities

5 October 2022 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.

p.6

Inspection activities

5 October 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.

p.7

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.8

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8