Minibugs Ovenden

Inspection of Minibugs Ovenden 147 Ovenden Road, Halifax HX3 5SA

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

Children's health, safety and well-being are compromised, due to weaknesses in safeguarding practice. Leaders and managers, who are the designated persons for safeguarding in the setting, have a weak understanding of child protection procedures. Furthermore, leaders have not put in place an effective child protection policy and procedure for responding to allegations made against staff. As a result, concerns have not been referred to the relevant agencies, following the correct procedures. This compromises children's welfare. Additionally, staff do not use the setting's procedures for completing risk assessments. Consequently, they fail to identify potential choking hazards and risks to all children. Staff do not supervise children well enough to ensure their health and well-being. This compromises children's safety.

p.2

The provision is inadequate

Children do not have access to suitably challenging and age-appropriate activities and learning experiences to support their development. The manager does not ensure the curriculum and educational programmes provide children with broad and stimulating opportunities to learn. For example, babies are frequently left with little interaction and engagement from staff. Subsequently, some infants spend much of their time moving aimlessly around the room. This does not enable them to make the progress of which they are capable. Pre-school aged children and toddlers have access to limited play equipment and toys while playing outdoors. As a result, they lack stimulation, become easily bored, and they push and take toys from other children. Staff do not respond to these instances, despite some children asking them for help. This has a negative impact on children's sense of security and emotional well-being.

p.2

need to do better?

n Leaders and managers are not clear about the operation of the setting. They have failed to identify and address areas of weakness in staff practice. As a result, staff do not receive the targeted support, coaching and training that they need, to develop the level of knowledge and skills required for their roles. This has a significant impact on children's learning experiences and welfare. n Staff are not used effectively to adequately supervise children. As a result, they are not alert to danger or are aware of what children are doing. This does not help to keep children safe or ensure that they are provided with quality care experiences throughout the day. n The key-person system is poor. Leaders and managers have not managed recent changes to staff deployment and the key-person system effectively. For example, accurate information about children's capabilities and what they already know and can do has not been shared with the new key person. This

p.2

need to do better?

means that children's continued learning and progress is disrupted and delayed,

p.2

need to do better?

21 September 2022 including for children with special educational needs and/or disabilities (SEND). n The arrangements for settling children into the setting are not consistently put into practice. Staff do not always gather relevant key information about children, to help ensure that their individual care and learning needs are taken into account. n Staff do not consistently reinforce clear boundaries and expectations of children's behaviour. They do not continually use effective methods to help children learn how to manage their own feelings and behaviour. For example, they sit children in 'time out' for long periods, without talking to them about their behaviour. This does not help children understand the impact their behaviour has on others. As a result, some children do not behave well. n Children do not receive consistently good opportunities to develop their communication and language skills. For example, staff working with babies and

p.2

need to do better?

toddlers do not interact or talk to children enough during their play. Staff do not consider all of the different languages older children speak in their educational programmes. This does not help to ensure that all children have equal opportunities to develop their vocabulary and language skills. n Staff's expectations for children do not match their abilities. For example, staff working with babies plan creative activities that are beyond their stage of development. Older and more capable children are not sufficiently challenged to help build on their mathematical knowledge and skills. Children do not make good levels of progress in all areas of learning. n Parents comment positively on the level of information that they receive about their child's day and care practices. However, staff do not share the same level of detail with parents about their child's progress and their next steps and learning targets. This does not help parents to understand their child's

p.3

need to do better?

development or how to support their learning at home. n Children and staff follow good hygiene practices at mealtimes. Children learn how to become increasingly independent in managing their own self-care, over time. For example, babies develop their physical skills and coordination as they eat finger foods. Toddlers and older children serve their own meals and clear away cutlery when they have finished eating. This helps to prepare children well for their next stages of learning and eventual move to school. However, due to weaknesses in staff deployment, not all children are provided with adequate levels of supervision during mealtimes. This compromises children's safety and well-being.

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

Leaders and managers do not fully understand the role of the local authority designated person in managing allegations made against staff. As a result, in some situations, allegations made against staff have not followed the correct procedures. This does not help to safeguard children and protect them from harm. Furthermore, staff do not complete robust checks of all areas of the premises children access, to ensure they remain safe and secure. For example, staff fail to

p.3

Safeguarding

21 September 2022 recognise that the gate has been left open and unlocked where older children play outdoors. This does not help to prevent children from leaving the premises unsupervised or stop unauthorised people from entering. That said, leaders and managers complete robust recruitment and vetting checks to help ensure the suitability of all adults working with children.

p.3

Due date

provide all staff with the support, coaching and training that they need to develop the level of knowledge and skills required for their roles 03/10/2022

p.4

Due date

put in place an effective safeguarding policy with regard to responding to allegations made against a member of staff 03/10/2022

p.4

Due date

provide leaders and managers, including the designated persons for safeguarding in the setting, with training to help them understand the procedures to follow, in the event an allegation is made 03/10/2022

p.4

Due date

follow the setting's procedures for completing risk assessments, to identify and minimise all possible hazards to children 03/10/2022

p.4

Due date

ensure staff are deployed effectively to supervise children, so that they remain safe and are provided with quality care and learning experiences throughout the day 03/10/2022

p.4

Due date

put in place an effective key-person system to ensure that the individual care and learning needs of all children are met from their starting points 03/10/2022

p.4

Due date

21 September 2022 ensure that staff respond and manage children's behaviour appropriately, so that they remain safe, and their emotional needs are met 03/10/2022

p.4

Due date

put in place a suitably challenging and ambitious curriculum that takes account of the individual needs and stage of development of all children 24/10/2022

p.5

Due date

ensure staff consistently put in place children's next step and individual learning targets in practice, including the individual learning plans for children with SEND 24/10/2022

p.5

Due date

improve the curriculum for communication and language, so that all children make effective progress 24/10/2022

p.5

Due date

ensure information is shared with parents about their child's progress, with ways to support learning at home. 24/10/2022

p.5

Setting details

Unique reference number 2606920 Local authority Calderdale Inspection number 10248189 Type of provision Childcare on non-domestic premises

p.6

Registers

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

p.6

inspection

Total number of places 60 Number of children on roll 53 Name of registered person Minibugs Nurseries Limited

p.6

reference number

Telephone number 01618319722 Date of previous inspection Not applicable

p.6

Information about this early years setting

Minibugs Ovenden registered in 2020 and is situated in Halifax. The setting employs 11 members of childcare staff. All hold appropriate early years qualifications at level 3. The setting opens from Monday to Friday, all year round. Sessions are from 7.30am until 6pm. The setting provides funded early education 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 We carried out this inspection as a result of a risk assessment, following information we received about the provider. n The manager completed a learning walk with the inspector to discuss the curriculum and how this is implemented. n The inspector completed a joint observation and evaluated the quality of teaching and learning with the manager. n The inspector observed the quality of education and assessed the impact this has on children's learning. n The inspector had discussions with staff, children and parents during the inspection and took account of their views. n The manager showed the inspector relevant documentation and evidence of the suitability of all adults working at the premises.

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

21 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.

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