Spring Buds Day Nursery

Inspection of Spring Buds Day Nursery 12 Park Avenue, Southall UB1 3AJ

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 safety cannot be assured in this setting. This is because leaders and staff lack understanding of the setting's policy and procedures for safeguarding. For example, leaders and staff are not fully aware of the procedures they have to follow when a child discloses sensitive information to them or when an allegation is made against another staff member. This means that they will not act promptly if a concern arises, which puts children at risk of harm.

p.2

The provision is inadequate

Leaders do not effectively monitor the quality of the nursery. They have not taken sufficient actions to address weaker practice. This means that they are not meeting several requirements of registration. Staff are not always deployed well to support children's learning. This leads to some children having varied experiences and limited interactions with adults. As a result, some children wander around without purpose. This impacts negatively on their attitudes towards learning and the progress they are able to make. The key-person system is ineffective. For example, not all parents know who their child's key person is. Staff do not ensure that they offer a settled relationship for children and do not build a relationship with their parents. This impacts negatively on children's well-being and how secure they feel in the setting.

p.2

The provision is inadequate

The provider has failed to notify Ofsted of significant changes, this is a breach of requirements.

p.2

need to do better?

n Although leaders know what they want children to learn and design a suitable curriculum, they do not monitor the effectiveness of its implementation. At times, staff do not plan and sequence activities to effectively support children's learning. Staff do not deploy themselves effectively and mostly supervise children during their free play. Additionally, staff often fail to help children to build on what they already know and can do. n Staff interactions with children are inconsistent. At times, staff do not support children to develop their communication skills. For example, staff do not engage with children who choose to speak less. Some children have varied interactions, often limited to instructional language. Staff do not encourage children to join in with conversations. n Although children generally behave well, staff do not explain rules and expectations to them. On occasions, when children have difficulties in sharing or

p.2

need to do better?

turn-taking, staff are not good role models of positive behaviour. They fail to respond to children's behaviour appropriately and do not support their emotional well-being. Staff do not help children to resolve the conflict and to manage their emotions effectively.

p.2

need to do better?

11 November 2022 n Staff do not support children to become more independent. They do not help children to gain self-care skills, as they do not teach them how to manage their personal care, such as toileting independently. Water is not easily accessible, and children must ask staff to be served a drink. This does not help to prepare children well for their next steps in their learning, including transition for school. n Children have some opportunities to develop their hand-muscles as they enjoy messy play, such as water and sand activities. They mix ingredients as they make play dough, which they knead and roll. Children are encouraged to join in with painting activities and hold a paintbrush correctly. n Staff do not always provide children with enough experiences to develop their gross motor skills. Although staff ask some children to ride bicycles inside, when outside area is not available, they do not ensure that all children have

p.2

need to do better?

opportunities to strengthen their physical skills. n The key-person system is ineffective. Although staff collect children's starting points during settling-in sessions, they do not use them to inform their planning. Key staff do not spend sufficient time with their key children and do not provide them with high-quality education. Staff do not ensure that an effective key- person system is in place. They do not build effective relationships with parents to ensure that the care and education they provide meets each child's individual needs. n Leaders do not use performance management processes, such as supervision and training, to identify and deal with issues relating to staff's practice. The weaknesses in their practice and teaching negatively impacts the progress children make. n Parents comment that they are happy with the details about children's learning they receive through the setting's online application.

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

Leaders and staff do not have sufficient knowledge and understanding of the procedures they need to follow if they have concerns about children's welfare and the conduct of a member of staff towards children. This means they would not be able to act effectively when a concern arises. Additionally, the provider does not ensure that children's attendance is accurately recorded. This impacts children's safety in the setting. Staff hold suitable first-aid certificates. Leaders have appropriate procedures in place to check the suitability of staff working with children.

p.3

Due date

11 November 2022 improve management's and staff's knowledge about child protection issues; including how to identify and manage concerns in line with the local safeguarding partners and what to do when an allegation is made against a member of staff 11/02/2023

p.3

Due date

ensure staff are deployed appropriately to meet children's needs 11/02/2023

p.4

Due date

improve the curriculum planning and delivery to support children to make good progress 11/02/2023

p.4

Due date

implement effective strategies for managing children's behaviour in positive and appropriate ways 11/02/2023

p.4

Due date

ensure a key-person system is implemented that builds effective relationships with parents and provides children with tailored experiences to meet their needs 11/02/2023

p.4

Due date

improve supervision, support and mentoring for staff so that weaker practice is identified and targeted training is provided to help improve staff's teaching skills and raise the quality of education to a good or higher level 11/02/2023

p.4

Due date

improve knowledge of changes that must be notified to Ofsted 11/02/2023

p.4

Due date

ensure that the children's attendance is recorded accurately. 11/02/2023

p.4

Setting details

Unique reference number 2604347 Local authority Ealing Inspection number 10258874 Type of provision Childcare on non-domestic premises

p.5

Registers

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

p.5

inspection

Total number of places 20 Number of children on roll 32 Name of registered person Spring Buds Day Nursery Ltd

p.5

reference number

Telephone number 02085744573 Date of previous inspection Not applicable

p.5

Information about this early years setting

Spring Buds Day Nursery registered in 2021. The nursery is situated in Southall, in the London Borough of Ealing. The nursery operates weekdays, between 7am and 7pm, all year round. There are five members of staff, of whom four have relevant early years qualifications ranging from level 2 to 3.

p.5

Inspection activities

n This was the first 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 Children, parents and staff shared their views of the setting with the inspector. n The manager joined the inspector on a learning walk and discussed their curriculum. n The manager and the inspector carried out a joint observation of a group activity. n The inspector looked at the relevant documentation. n This inspection was carried out as a result of a risk assessment, following information received about the provider.

p.6

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.6

Inspection activities

11 November 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.6

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.7

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.7

Inspection activities

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

p.7

Inspection activities

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

p.7