Early Learning Steps Otham

Inspection of Early Learning Steps Otham Otham Village Hall, Otham Street, Otham, MAIDSTONE, Kent ME15 8RN

p.1

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 Requires improvement

p.1

The provision requires improvement

Overall, children are happy and confident at the setting. They are independent. For example, children choose what activities they would like to participate in. They are excited to explore ice and discuss with confidence that the ice will melt once it becomes warm. Children generally behave well. Some children happily share and take turns with resources. For example, they use a timer to indicate when their time is up. However, children are not consistently being provided with clear and consistent messages from staff about the expectations of their behaviour. This includes a lack of reinforcement of the rules and boundaries. Therefore, children do not fully understand what behaviour is not appropriate, such as throwing objects.

p.2

The provision requires improvement

Children learn about the benefits of healthy eating. They talk about the healthy items in their lunch box and are encouraged to try a wide range of fruit at snack time. All children have a variety of opportunities to develop their physical skills and learn to move in different ways. For instance, they safely climb and balance on appropriate equipment. Children gain confident communication skills. They are keen to create their own narrative. For example, during imaginative play opportunities, they share their thoughts and ideas with each other.

p.2

need to do better?

n Supervision processes are in place, but these are not effective in helping the manager to swiftly identify and address inconsistencies in staff practice. Staff do not receive the individual mentoring and support they need to continually improve their teaching skills. In addition, insufficient guidance is given to apprentices to understand what is expected of them. This impacts on the quality of staff interactions and does not encourage children to engage well in activities. For instance, group story times become chaotic and are not well managed by staff, resulting in children losing interest. n There is an effective key-person system in place and staff ensure that they establish trusting relationships with children. Children feel safe and secure and enjoy the company of all staff. Overall, staff get to know children who have been attending for some time well, including their individual personalities. However,

p.2

need to do better?

staff are less effective in understanding the individual needs of children when they first start at the setting. Therefore, at times, they do not fully understand how to swiftly engage these children in their learning experiences. n Parents speak highly of the staff at the setting and the level of communication they receive. All staff establish positive relationships with parents and keep them well involved and informed in their children's learning. For example, they routinely share information about the activities children have enjoyed. Staff share helpful tips and information with parents to help them support their children at home, such as healthy meal ideas.

p.2

need to do better?

18 January 2023 n Staff establish positive partnerships with staff at other settings children also attend. They regularly share children's learning and achievements with them. Staff successfully provide children with a consistent approach to their shared care and learning experiences. n Staff attend regular training. They have made positive use of recent training on supporting children's communication skills. This has helped staff to understand how to make effective use of questioning to extend children's learning. As a result, staff allow children time to think and then answer the purposeful questions they ask them. n Overall, staff have made improvements to children's understanding of the benefits of healthy eating. For instance, they encourage parents to provide children with healthy items in their lunch box. However, staff do not consistently ensure children fully understand the importance of following good hygiene

p.2

need to do better?

practices, such as handwashing routines. For example, children are not consistently encouraged to wash their hands before they eat their snack. n Staff provide children with opportunities to learn about other people's similarities and differences outside of their own communities and experiences. This includes helping children to learn about different languages. For instance, they learn words such as 'toilet' in Polish.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The manager and staff have a secure and confident knowledge and understanding of all safeguarding and child protection policies and procedures. This includes being vigilant for the different signs and symptoms which may highlight a potential concern. They know who they would contact to seek advice on any concerns if they were to arise. The manager has a clear understanding of how to manage any allegations against staff. All staff complete useful training to ensure they keep their safeguarding knowledge up to date. Children learn how to keep themselves safe. For example, during regular walks to the local park, they talk about how to remain safe near the road.

p.3

Due date

review and improve the behaviour management strategies used by staff and ensure that these are consistently implemented to support children's understanding of how to behave 10/02/2023

p.3

Due date

18 January 2023 strengthen the monitoring of staff practice and provide appropriate support and coaching to strengthen the teaching skills of all staff. 10/02/2023

p.3

should:

n strengthen the arrangements to identify the individual needs of children who are new to the setting, to be able to target support as promptly as possible n monitor to ensure that staff consistently implement routines aimed at helping children to develop their personal hygiene skills.

p.4

Setting details

Unique reference number 2538828 Local authority Kent Inspection number 10233240 Type of provision Childcare on non-domestic premises

p.5

Registers

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

p.5

inspection

Total number of places 20 Number of children on roll 17 Name of registered person Early Learning Steps Ltd

p.5

reference number

Telephone number 07983102421 Date of previous inspection 7 March 2022

p.5

Information about this early years setting

Early Learning Otham registered in 2019 and is located in Otham Village Hall in Otham, Kent. The setting is open Monday to Friday from 9am until 2.30pm, during term time only. It receives funding to provide free early education for children aged two, three and four years. The setting employs three members of staff, two of whom hold relevant early years qualifications at level 3.

p.5

Inspection activities

n The inspector discussed any continued impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The inspector carried out a learning walk with the manager. The inspector assessed the impact of the quality of staff interactions and the learning opportunities they provide children. n The inspector viewed the indoor and outdoor learning environments. n Written documentation was reviewed. This included safeguarding and child protection policies and procedures. n The inspector spoke to the manager, children, parents and staff at convenient times and considered their views. n The manager and the inspector carried out a joint observation during a group story time.

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

18 January 2023 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