Grandma's House Childcare

Inspection of Grandma's House Childcare 206a, 207 & 208 Stafford Street, Walsall, West Midlands WS2 8DW

p.1

Overall effectiveness Inadequate

The quality of education Inadequate Behaviour and attitudes Inadequate Personal development Inadequate Leadership and management Inadequate Overall effectiveness at previous inspection Not applicable

p.1

The provision is inadequate

Significant weaknesses in the implementation of the curriculum mean that children do not make the best possible progress. Staff do not provide children with a range of interesting activities that spark their curiosity to learn. Limited resources and a lack of activities mean that children are not engaged in play that maintains their interest. There are times when older children are bored. This impacts on their behaviour and, although staff talk to children about being kind, children are not learning to manage their emotions well. At times, children squabble and become upset. Younger children also have limited activities. The same resources are presented in the morning and the afternoon session, even though some children are attending for the full day. This means that children have a narrow range of play activities and experiences that do not meet their emerging development needs.

p.2

The provision is inadequate

Children enjoy their time outdoors. Older children develop their physical skills as they run, climb and negotiate apparatus well. They play cooperatively with each other and are starting to take turns. Younger children experience the fresh air and develop some physical skills while playing on small outdoor equipment. Staff are starting to form supportive relationships with children. Babies' individual care needs are met appropriately. They are held while feeding from a bottle. Staff talk kindly to the children and offer them reassurance. The nursery has a 'no shoe' policy, which they use to help children feel more like they are at home.

p.2

The provision is inadequate

Parents do not come into the nursery and so they separate from their children in the entrance area. Staff meet them and provide feedback on their child's day. That said, it is often different staff at the start and end of the day.

p.2

need to do better?

n Although the manager has a suitable understanding of what the curriculum should contain, this is not shared well enough with staff. The manager is aware of what staff need to do to make improvements but has not yet actioned this. Consequently, the curriculum is not understood by staff and not embedded into practice. Children are not acquiring the skills they will need to make good progress and are not prepared adequately for the next stage in their education. n The quality of teaching is poor. Any learning is incidental rather than planned. Older children sit at a table to paint their faces. Part way through the activity, a member of staff suggests a mirror would allow children to look at themselves and explore their unique features. However, the paints are not reflective of different skin tones that represent their identity and teach children about similarities and differences. Children wait for a prolonged time to look at

p.2

need to do better?

themselves in turn and quickly lose interest. n The nursery has only recently started to admit a larger number of children. That

p.2

need to do better?

6 October 2022 said, a few children have been attending for longer. A number of staff are newly appointed. The nursery has not assigned each child a key person. This has a significant impact on children's learning, which is not tailored to meet their individual needs. Staff do not know the children well enough and have to check with other staff when asked about the specific learning needs of children. Without the key-person system, no one is responsible to plan for each child's learning. This has a significant impact on children who may have English as an additional language or special educational needs and/or disabilities, as staff working with the children are not familiar with what each child needs to learn. n Initial assessments have been completed for the children attending, but these are not being used to focus planning to meet individual children's next steps in learning. The manager has identified that there are emerging gaps in children's

p.2

need to do better?

communication and language as a result of COVID-19. However, the lack of activities and staff interaction mean that children are not exposed to a rich environment where they can explore and extend their vocabulary to make rapid progress. For example, older children are given a box of bricks on the floor. No other resources are added. Staff talk to children about matching shapes, but children have limited interest and staff fail to engage children in building on simple mathematical concepts and language. n Older children become engaged in learning when staff take time to introduce some natural materials. Staff offer some support when children show an interest in autumn. Children look at pine cones and leaves provided by staff and discuss the different textures and features of the leaves. Children listen and explore different features of the leaves and think about how they feel and smell. Staff introduce some basic prepositional language, such as 'under' and 'above', as

p.3

need to do better?

children move the objects. n Toddlers have limited activities, resources and support from staff to help them make good progress. However, staff do meet their individual care needs and provide warmth and reassurance when children are upset. Children's learning needs are not addressed well enough. They have access to a small floor train track, a play pushchair, car seat and a few dolls. Although the room has a play kitchen, children are not inspired to learn or develop their imagination. They wander around the room without purpose, at times, during the day. n Babies are not always cared for in their base room. Low numbers mean that at times there may be only one baby attending, so staff move them to another room to provide engagement with other children. Although staff meet babies' individual care needs, they do not follow a purposeful curriculum to develop their learning needs. When they are out of their base room, they are mainly

p.3

need to do better?

carried by staff. They do have access to the outdoor area. They enjoy being supported while they are pushed in the swing and smile happily at staff. n Parents who were spoken to, report that they are happy with their child's care. They are aware of what their children do at the setting. They have access to an online application which tells them about their child's day, along with daily feedback. However, they are not always provided with sufficient detail to help them continue their children's learning at home.

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.4

Safeguarding

Not all staff have a thorough enough understanding of the range of safeguarding risks that may affect the children in their care. Some staff do not recognise or understand the 'Prevent' duty and female genital mutilation. They are unable to recognise the signs that may indicate a child is at risk of this type of abuse. There is a policy in place for safeguarding and an awareness of the multi-agency safeguarding hub for safeguarding referrals. However, the manager has not attended local safeguarding training and has a limited knowledge of the full range of services within the local area that are in place to keep children safe. That said, the premises are safe and secure. All staff are vigilant and monitor arrivals and departures to the setting.

p.4

Due date

ensure that the lead practitioner for safeguarding attends a child protection training course that takes account of any advice from the local safeguarding partnership or local authority 18/11/2022

p.4

Due date

train all staff to understand the safeguarding policy and procedures so that they are able to identify the signs of possible abuse 18/11/2022

p.4

Due date

provide support, coaching and training for staff to enable them to plan a range of suitable activities to support children's learning and help them to make good progress 09/12/2022

p.4

Due date

implement a curriculum that involves activities and experiences for all children, as set out under each of the areas of learning 09/12/2022

p.4

Due date

6 October 2022 use assessments effectively to ensure that planning considers the individual needs, interests and the development of each child 09/12/2022

p.4

Due date

assign a key person for each child to ensure that children's learning and development is tailored to their individual needs. 28/10/2022

p.5

should:

n consider the range of information provided to parents about their children's development and support them to extend their children's learning at home.

p.5

Setting details

Unique reference number 2664224 Local authority Walsall Inspection number 10257825 Type of provision Childcare on non-domestic premises

p.6

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

p.6

inspection

Total number of places 28 Number of children on roll 28 Name of registered person Eki Education Group ltd

p.6

reference number

Telephone number 07398187780 Date of previous inspection Not applicable

p.6

Information about this early years setting

Grandma's House Childcare registered in 2022. The nursery is open from Monday to Friday, all year round, from 7am to 8pm. The nursery employs nine staff. Of these, four hold an appropriate early years qualification at level 3, four hold an appropriate qualification at level 2, and one is not qualified. Funded early education is provided for two-, three- and four-year-old children.

p.6

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 the provider and has taken that into account in their evaluation of the provider. n The provider joined the inspector on a learning walk and discussed how the provider organises the early years curriculum. n The views of parents/carers were considered. The inspector spoke to staff and children at appropriate times during the inspection. 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 The inspector looked at documentation and reviewed evidence of the suitability of staff working at the nursery. n The provider showed the inspector the premises and discussed how they ensure it is safe and suitable.

p.7

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.

p.7

Inspection activities

6 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