Saplings (Childrens) Day Nursery Ltd

Inspection of Saplings (Childrens) Day Nursery Ltd Cadland Primary school, Whitefield Road, Holbury, SOUTHAMPTON SO45 2HW

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 Good

p.1

The provision is inadequate

Children's safety is not assured at the nursery. The provider does not have robust recruitment procedures in place. As a result, this does not ensure that those working with children are suitable. In addition, staff are not secure in their understanding of the procedures to follow should they have concerns about a child in their care. Despite the weaknesses, children arrive happy and confidently leave their parents at the nursery entrance.

p.2

The provision is inadequate

Staff do not provide children with a curriculum that supports them to learn well enough. They do not plan effectively to ensure that all children benefit from activities which meet their individual needs. For example, children play with a variety of equipment and resources, including play dough and construction toys. However, there are no clear intentions for their learning. Staff do not provide opportunities for children to develop their large physical skills. As a result, many children are desperate to climb, and attempt to scale small building blocks and large blocks, which are not designed for this purpose. This does not meet their needs, or keep them safe.

p.2

The provision is inadequate

Staff do not embed clear expectations and boundaries for children's behaviour. As a result, some children show little respect for each other, the staff, or their environment. For example, children draw on the walls and rip story books. Consequently, their behaviour disrupts other children's learning. All children, including children with special educational needs and/or disabilities (SEND), are not making the progress of which they are capable.

p.2

The provision is inadequate

Babies explore their environment freely, for example, they enjoy playing with the sand and water. They receive cuddles from their key persons when they go to them for reassurance. This helps to develop their sense of security and belonging.

p.2

need to do better?

n The directors do not have effective oversight and governance of the nursery. The recently appointed, experienced manager has only been in post for 10 working days and recognises the weaknesses. She has introduced an action plan and is prioritising what is needed to put things right. Staff report their well-being is good. However, the system for staff supervision is not currently embedded. As a result, staff do not receive the support they need to update their knowledge and improve their practice. n Staff do not have high expectations for children's learning and behaviour. For example, at times, children struggle to share resources, and snatch toys from each other. Staff attempt to address incidents of poor behaviour, however, they are inconsistent in their approach. As a result, incidents are frequent as staff do

p.2

need to do better?

21 June 2023 not teach children to learn about the impact this has on themselves and others. n Staff do not provide an ambitious, well-planned curriculum to support children's learning and development. They know the children well and are very caring towards them. However, they lack the knowledge to implement what children need to learn, in order for them to make good progress. As a result, children are not engaged in purposeful play, to reach their full potential. n Children already identified as having a delay in their language skills have few opportunities to develop their communication further. For example, staff do not provide enough opportunities, or planned activities, to enable children to benefit from rich learning experiences. As a result, children's communication and language development is not good enough. n Staff do not supervise children well enough at snack and mealtimes. They do not intervene to stop children putting large pieces of food in their mouths and do

p.2

need to do better?

not teach children the importance of cutting their food into bite-sized pieces to reduce the risk of choking. In other respects, mealtimes are positive, sociable experiences. Children benefit from the opportunities to choose from a variety of fresh fruit, and staff encourage them to spread the butter on their bread. n Although the key-person system is in place in the baby room, it is not embedded across the rest of the nursery. Children in the older age groups have their nappies changed by different staff. This does not give children the opportunity to spend time with their special person during personal care routines. As a result, this does not promote a sense of attachment and well-being in the older age groups. n Parents and grandparents speak highly of the nursery. They comment that the staff are very caring and know their children well. However, they are not all aware of who their children's key persons are, or kept informed of their next

p.3

need to do better?

steps in learning. Parents remark that the new manager appears to have settled in well and is making positive changes.

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

Weaknesses in management practices mean that children's safety is not assured. The provider fails to implement robust recruitment procedures. Systems are not in place to complete essential checks to ensure that staff are suitable to fulfil the responsibilities of their roles. Staff do not understand the procedures to follow if they are worried about a child's welfare. In addition, they are unclear on the reporting process if they have concerns about the conduct of adults. Staff hold current paediatric first-aid certificates and maintain their training. This helps them to keep their knowledge updated to respond to children's accidents appropriately.

p.3

Due date

improve recruitment and vetting procedures of staff and students to ensure that those looking after children are suitable and remain appropriate to fulfil the requirements of their roles 05/07/2023

p.4

Due date

ensure that all staff develop a secure, up-to-date knowledge of safeguarding, including the procedures to follow in the event of any safeguarding concerns 05/07/2023

p.4

Due date

introduce regular supervision for all managers and staff and strengthen monitoring systems, in order to identify and prioritise training needs, to improve the quality of teaching 19/07/2023

p.4

Due date

ensure that staff follow effective behaviour management strategies to help children gain a secure understanding of what is acceptable and unacceptable behaviour 19/07/2023

p.4

Due date

ensure that children are effectively supervised at mealtimes 05/07/2023

p.4

Due date

improve the key-person system to ensure that this is embedded across the nursery and that all parents are aware of who their child's key person is 05/07/2023

p.4

Due date

ensure that the curriculum is broad and balanced to meet the needs of the children, with a clear focus on communication and language. 19/07/2023

p.4

Setting details

Unique reference number EY432713 Local authority Hampshire Inspection number 10299071 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 38 Number of children on roll 71 Name of registered person Saplings (Childrens Day) Nursery Ltd

p.5

reference number

Telephone number 02381 120016 Date of previous inspection 11 September 2018

p.5

Information about this early years setting

Saplings (Childrens) Day Nursery Ltd registered in 2004. It operates in the grounds of Cadland Primary School in Holbury, Hampshire. The nursery is open each weekday from 8am to 5pm, during term time. The nursery is in receipt of funding for the provision of early education to children aged two, three and four years. The nursery employs 17 members of staff, 13 of whom are qualified in early years at level 3 to level 6.

p.5

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 and inspector completed a learning walk, during which, they discussed the early years curriculum and the safety and suitability of the premises. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The special educational needs coordinator spoke to the inspector about how they support children with SEND. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector carried out a joint observation of a communication and language

p.6

Inspection activities

activity with the manager. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery. n Children spoke to the inspector during the inspection. n The inspector spoke with the nominated individual about the leadership and management of the setting. Parents and grandparents also shared their views of the nursery with the inspector. n The inspector carried out a joint observation of a communication and language activity with the manager.

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

21 June 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