YMCA @ Pelsall Village

Inspection of YMCA @ Pelsall Village Pelsall Village Centre, High Street, Pelsall, Walsall WS3 4LX

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Overall effectiveness Requires improvement

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

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The provision requires improvement

The quality of education is variable. Staff do not always prepare activities well enough to ensure that resources are suitable and easily available. Furthermore, they do not consistently plan activities that will stimulate children's interest and support them to make the very best progress. This also impacts on the behaviour of the children as they sometimes become bored or frustrated.

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The provision requires improvement

Children enter the nursery happily. Staff encourage them to independently take off their coats and hang them on their own peg. This gives them confidence to begin to do things for themselves. The youngest children develop independence as they integrate into the pre-school area whenever they want to. This also helps to support transition through each phase of the nursery.

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The provision requires improvement

Children move between the inside and outside areas freely. The outside area provides them with an opportunity to access a purpose-made garden with a variety of different spaces and resources, such as construction and covered book areas. Parents like the fact that their children have access to the outdoor space. However, activities often lack purpose or challenge, which leads to the children losing interest and wandering around.

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need to do better?

n Following the COVID-19 pandemic, staff identified that children needed more support to carry out tasks for themselves. They have provided extra support in this area. Children can now independently carry out tasks, such as putting on and taking off their own shoes and finding tissues to blow their nose. n Although staff supervise children well, they do not always recognise when to support them in their learning. For example, when children show an interest in cutting peppers to practise skills for cutting their own lunch, staff do not help them to focus on completing the task. As a result, the lack of adult interaction during the activity does not promote the learning intended. n Children generally enjoy the activities on offer. However, they often only engage for short periods of time because staff do not adapt or extend activities to suit the individual development and learning needs of the children. Staff do not

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need to do better?

consistently match the activities to the children's next steps for learning well enough. Therefore, some children become unsettled and disrupt the activities for other children as they quickly lose interest. This affects the learning opportunities for all children. n The curriculum does not focus precisely enough on supporting children to achieve their next steps. Staff do not always support children to build on what they already know and can do. For example, when children wrap presents to place under the Christmas tree, staff do not make links to any prior learning or

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need to do better?

6 December 2022 target their individual next steps. This results in children not always making the best possible progress from their individual starting points. n Staff try to support the children to behave well, but not all children are able to self-regulate their behaviour. Sometimes, children's lack of engagement in the activities provided leads them to behave inappropriately and affect the learning of others. n Partnerships with parents are effective. Information is gathered about children when they first start at the nursery. This helps staff to be flexible with the settling-in process. Parents speak confidently about using the online app to gain some information. However, staff do not consistently ensure that parents are aware of how to use the app to find information about their child's next steps in learning. n Children with special educational needs and/or disabilities are not always well supported. Staff do not fully consider children's individual needs when planning

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need to do better?

activities to ensure they target their specific learning needs and styles. n Leaders offer staff professional development opportunities, through training, that meet their individual interests. The manager carries out supervision meetings to check staff well-being, and staff say they feel well supported. The manager regularly observes practice and provides feedback. However, leaders do not always ensure that staff's professional development is embedded enough in their everyday practice to help improve the quality of the provision and impact on improving outcomes for children.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

All staff are fully aware of their duty to keep children safe. Staff attend training so that they can recognise children who may be at risk of harm. They show a good understanding that promoting children's safety and welfare is everyone's responsibility. Staff recognise the possible signs that may indicate that a child is at risk of neglect or harm. They also understand the procedures to follow to report any concerns. There are clear recruitment and induction procedures in place to make sure staff are suitable for their roles.

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Due date

support staff to plan a range of enjoyable experiences that consider each child's interests, next steps for learning and individual stage of development 06/06/2023

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Due date

6 December 2022 implement effective procedures to ensure that professional development opportunities and training are fully embedded into practice, so that staff offer quality learning and development experiences for children that continually improves. 06/06/2023

p.3

should:

n implement more effective procedures to ensure that all parents are aware of their child's next steps in learning n support staff to manage children's behaviour more effectively so that it does not impact on the learning or enjoyment of others.

p.4

Setting details

Unique reference number 2603134 Local authority Walsall Inspection number 10251607 Type of provision Childcare on non-domestic premises

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Registers

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

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inspection

Total number of places 32 Number of children on roll 32 Name of registered person YMCA Wolverhampton

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reference number

Telephone number 07736880193 Date of previous inspection Not applicable

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Information about this early years setting

YMCA @ Pelsall Village registered in 2020. The nursery opens Monday to Friday from 7.30am until 6pm all year round. It employs five members of staff, all of whom hold appropriate qualifications at level 3 or above. The nursery provides funded education for two-, three- and four-year-old children.

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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 the provider and has taken that into account in their evaluation of the provider. n The manager joined the inspector on a learning walk and talked to the inspector about the curriculum and what they want their children to learn. n The nominated individual carried out a joint observations with the inspector in order to explain the learning intention taking place and how she would evaluate the activity. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery. n Parents shared their views of the nursery with the inspector. n The inspector talked to staff at appropriate times during the inspection 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

6 December 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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