Puddleducks Day Nursery

Inspection of Puddleducks Day Nursery Puddleducks, 11 Anglesey Street, Hednesford, CANNOCK, Staffordshire WS12 1AB

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Overall effectiveness Inadequate

The quality of education Inadequate Behaviour and attitudes Inadequate Personal development Inadequate Leadership and management Inadequate Overall effectiveness at previous inspection Good

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The provision is inadequate

The premises are not suitable, and the resources and equipment available to children do not fully meet their needs. For example, babies play in a broken 'wicker pod' that is not fit for purpose, and in some areas of the setting, the plaster has cracked and fallen off the walls. This increases the probability of injuries. Although there are some systems in place to identify risks within the environment, the manager does not identify them all effectively. These include unsafe sleeping arrangements for children and nails that protrude from a piece of wood where children play. This compromises children's health and safety.

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The provision is inadequate

The manager does not implement effective supervision of staff practice to ensure that all staff fully understand their roles and responsibilities. As a result, younger children do not always benefit from a stimulating learning environment. This negatively impacts on their welfare and development. For example, while staff complete routine tasks, such as cleaning, toddlers crawl aimlessly up and down the room, collecting 'bits' off the floor. At times, babies become easily upset. However, staff do not comfort them and, instead, babies seek comfort from the inspector and give her a hug. Despite these weaknesses, children behave well, and they are content in their routine.

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The provision is inadequate

Children demonstrate strong physical skills. For example, older children confidently ride their bikes up and down the garden and collect sticks that they later use to represent a 'woodland scene' from a familiar story. Despite some storybooks being in poor condition, children of all ages show a strong interest in familiar stories. For instance, babies babble with delight when stories are read to them, and older children copy the words they hear, such as 'squelch' and 'splosh'. This positively encourages their communication and language skills.

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need to do better?

n Children's safety cannot be assured because staff do not fully understand their roles and responsibilities to safeguard children. For example, staff do not always take head wear off a toddler before placing them down for a sleep. Consequently, the head wear moves and covers their face. This significantly increases the risk of suffocation. n The manager has previously sought support from the local authority to minimise some of the risks within the environment. However, she has not identified additional risks that pose significant harm to children. Nevertheless, all risks brought to the manager's attention during the inspection were quickly acted on. This shows a willingness to put things right. n The manager has a good overview of what she thinks all children need to learn. However, younger children's experiences vary because the manager does not

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need to do better?

14 February 2023 monitor or supervise the quality of education they receive effectively. For example, at times, staff do not fully guide younger children's development and stimulate their learning. This hinders children achieving their full potential. n The manager identifies the impact the COVID-19 pandemic has had on children's learning. For example, older children present lower attendance levels and need greater support to regulate their emotions. Therefore, in partnership with parents and other professionals, staff have adapted the curriculum to support older children's personal development and promote their school readiness. n There are arrangements in place to support children with special educational needs and/or disabilities. The special educational needs coordinator supports staff to use observation and assessment to identify children's needs swiftly. n Staff well-being is of importance. For example, the manager encourages staff to

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need to do better?

discuss their workloads during regular meetings. Additionally, the manager encourages parents to partake in 'staff shout outs' to thank staff for the work they do. n Children develop early independence. For example, older children self-serve their own healthy and nutritious food, and toddlers use child friendly knives to cut up soft fruit, such as strawberries. This helps children to develop confidence in their self-help skills. n Overall, parents are happy. They comment that the 'team are like family'. Staff use online systems and organise evenings to share information with parents about their children's learning. This helps parents to understand children's next steps. Additionally, parents partake in 'book challenges' to further encourage children's love of stories at home. n Despite the weaknesses in leadership and management, the manager shows a willingness to improve. For example, she plans to make policies readily available

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need to do better?

to staff to strengthen their knowledge and understanding of their roles and responsibilities.

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Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

Ineffective supervision of staff practice and risk assessment compromises children's health and safety. As a result, children's safety cannot be assured, especially while they sleep. All staff complete safeguarding training. They demonstrate suitable knowledge of the signs and symptoms that might indicate a child is at risk of neglect or abuse. Staff know they need to report concerns. However, not all staff have knowledge of the appropriate agencies to contact should they have concerns about a child's welfare or allegations against staff. Leaders and staff have secure knowledge of the 'Prevent' duty guidance and female genital mutilation.

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Due date

improve staff knowledge of the safeguarding policy, including the appropriate agencies to contact should they have concerns about a child's welfare or an allegation against a member of staff 14/03/2023

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Due date

improve the use of risk assessments to ensure all risks to children's safety are identified and swiftly removed or minimised 14/03/2023

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Due date

ensure staff have secure knowledge of the setting's safer sleep policy to ensure children of all ages sleep safely, with particular regard to children who wear head bows 14/03/2023

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Due date

implement more effective supervision of staff so that weaknesses in practice can be swiftly identified and appropriate training can be sought, to ensure that staff fully understand their roles and responsibilities 14/03/2023

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Due date

ensure the premises are maintained in good repair and resources are fit for purpose 14/03/2023

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Due date

support all staff to respond to children's individual needs through positive interactions. 14/03/2023

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Due date

provide children with stimulating and challenging experiences that consider their interest, individual needs and development. 14/03/2023

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Setting details

Unique reference number EY453909 Local authority Staffordshire Inspection number 10276429 Type of provision Childcare on non-domestic premises

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Registers

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

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inspection

Total number of places 27 Number of children on roll 38 Name of registered person Puddleducks Day Nurseries Partnership

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reference number

Telephone number 01543 424228 Date of previous inspection 14 July 2017

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Information about this early years setting

Puddleducks Day Nursery registered in 2012 and is located in Cannock, Staffordshire. The nursery employs six members of childcare staff. The manager holds an appropriate early years qualification at level 6, and three staff hold a qualification at level 3. The nursery opens Monday to Friday, all year round, except for bank holidays. Sessions are from 7.30am until 6pm. The nursery receives funded early education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the setting 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 and the inspector completed a learning walk. n The inspector carried out a joint observation with the manager. n The inspector observed the interactions between staff and children throughout the day and evaluated the impact on children's learning. n The inspector held discussions with the manager, director, staff, and children at appropriate times during the inspection. The views of parents were considered by the inspector through verbal discussions and emails. n Relevant documentation was reviewed by the inspector, including safeguarding policies and evidence of the suitability of those working with children.

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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

14 February 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.

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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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