Woodberry Day Nursery and Preschool-Sholing

Inspection of Woodberry Day Nursery and Preschool-Sholing 229-231 Botley Road, Southampton, Hampshire SO19 0NL

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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 Not applicable

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The provision is inadequate

Breaches of the safeguarding and welfare requirements have an impact on children's health, safety and well-being. For example, poor hygiene procedures mean that children are at risk of cross-contamination. The provider fails to notify Ofsted of significant events. This includes incidents that have a potential impact on children's health and staff suitability. Furthermore, not all staff demonstrate a secure understanding of the signs and symptoms of potential abuse.

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The provision is inadequate

Staff do not manage older children's routines well. This has a significant impact on their learning and behaviour. For example, staff do not prepare children prior to changes in routine, such as tidy-up time. This means that children continue to play and ignore instructions from staff. The amount of time it takes staff to tidy up means that children have significantly less time to engage in the next activity, restricting their learning.

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The provision is inadequate

Children in the pre-school room do not have access to good-quality teaching that challenges their critical-thinking skills. For example, children find an empty milk bottle and some small cubes. They consider mathematical concepts, such as size, as they explore whether the cube will fit into the bottle's opening. However, children use language incorrectly, stating that the cube that entered the bottle was 'too small to fit'. Staff do not model the correct language, pose any questions or initiate discussion. Therefore, learning is often incidental. This limits the progress that children are able to make during their time at the setting.

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need to do better?

n Staff, including the manager, do not receive the support they need to be effective. For example, they do not have access to regular supervision that is successful at raising the quality of the provision. Staff move between the company's other settings to cover staff absences. This reduces the capacity they have to develop their skills and implement the new curriculum. As a result, staff complete work tasks outside of their normal working hours. Staff report that this has a negative impact on their well-being. n Staff working in the pre-school room do not receive clear direction from managers. This has an impact on child supervision. For example, staff do not consider the layout and use of the areas when deploying themselves. This means that staff are often left on their own with high numbers of children in the garden. In addition, children go for substantial periods of time playing in tucked away areas unsupervised. This has an impact on children's safety.

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need to do better?

n Parents have mixed views about the progress their children make during their time at the setting. Some parents do not feel that their children make good progress and are unable to talk to their child's key person due to staff being

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need to do better?

23 August 2023 busy. However, some parents report that their children make progress across all areas. All parents confirm that they receive regular updates on their children's progress, including their next steps in learning. n Hygiene practices do not promote the health and well-being of children. For example, staff do not use soap to clean babies' hands prior to mealtimes. Pre- school children put their hands in communal food bowls before the food is served. This places children at risk from cross-contamination. n The learning environment does not support the curriculum intent, nor does it meet children's safety needs. Broken equipment is not replaced, and resources are not replenished. This, along with poor-quality interactions, significantly limits children's learning opportunities. For example, older children show an interest in an empty doll's house. They find three figures, which they place inside.

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need to do better?

However, they quickly become frustrated by the lack of items that they can add to their play. Children start fighting with their figures before wandering off. Staff working with babies do not ensure all equipment accessible is suitable. This includes small items which babies place on their mouths. n Pre-school children do not receive the support they need to become effective communicators. The lack of quality interactions limits children's exposure to a wide vocabulary. Furthermore, staff do not model or correctly repeat unclear language to support children's pronunciation. This particularly affects those who have a speech and language delay and those with special educational needs and /or disabilities. Babies and toddlers, however, have better opportunities to develop their emerging speech. For example, staff teach young children simple sign language to support their early communication. Babies make sounds and

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need to do better?

sign 'more' when wanting more bottles during a game. n Children in the pre-school area do not behave well. This is because they do not receive the support and direction they need to make appropriate choices. For example, children regularly snatch toys from each other without consequence. They run inside screaming and shouting, interrupting others' concentration. Staff do not consistently intervene or address negative behaviour. This has an impact on children's attitudes towards their learning and their ability to make positive friendships. n Children have good opportunities to develop their physical skills. For example, pre-school children navigate the outside space with confidence. They climb tall structures and squeal with delight as they run in and out of the sprinkler. Toddlers develop good hand strength as they use chubby paintbrushes and chalks to make marks on walls. This helps children develop some of the skills

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need to do better?

they will need to support their future learning.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

Staff's knowledge and understanding of safeguarding matters are inconsistent across the setting. Despite recent training, not all staff demonstrate a secure understanding of the safeguarding policies and procedures. Some staff lack knowledge in regards to the indicators of abuse. This includes when children are at

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Safeguarding

23 August 2023 risk from extreme behaviours and county lines. Furthermore, those who have a lead role in safeguarding do not have a clear understanding of when safeguarding incidents require urgent action. This includes when non-mobile babies arrive with physical injuries. This does not adequately ensure children's safety. Recruitment and vetting procedures are robust and ensure that those working with children are suitable to do so.

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Due date

ensure all staff, including those who have a lead responsibility in safeguarding children, have the knowledge and understanding they need to keep children safe from harm, including the signs that may indicate a child welfare concern and when to take immediate action 28/09/2023

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Due date

ensure staff receive regular supervision that is supportive, responsive to staff issues and successful in raising the quality of teaching and practice 28/09/2023

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Due date

improve staffing arrangements, such as deployment, to ensure children's supervision needs are met at all times 28/09/2023

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Due date

improve hygiene practices to ensure these are robust and promote the health and well-being of children 28/09/2023

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Due date

ensure all activities and equipment, particularly for the youngest children, are age- and stage-appropriate and do not pose a risk to children's safety 28/09/2023

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Due date

create a learning environment that fully reflects and supports the curriculum, ensuring resources available promote children's learning, curiosity and engagement 28/09/2023

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Due date

23 August 2023 strengthen staff's understanding of the curriculum and how young children learn, ensuring children have access to high-quality care, interactions and learning opportunities 28/09/2023

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Due date

ensure children's behaviour is responded to swiftly, appropriately and with consistency, so they are able to learn right from wrong and develop an understanding of the impact their behaviour has on others. 28/09/2023

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Setting details

Unique reference number 2710813 Local authority Southampton Inspection number 10305864 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 75 Number of children on roll 143 Name of registered person Play Away Day Nurseries Limited

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reference number

Telephone number 023 8040 7007 Date of previous inspection Not applicable

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Information about this early years setting

Woodberry Day Nursery and Preschool-Sholing registered in 2022. It is located in Southampton and is part of Play Away Day Nurseries Limited. The nursery is open weekdays from 7.30am to 6pm, for 51 weeks of the year. The nursery provides free early education for children aged two, three and four years. It employs 19 staff. Of these, 13 hold relevant childcare qualifications at level 2 or above.

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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 We carried out this inspection as a result of a risk assessment, following information we received about the provider. n The manager and the inspector completed a learning walk together of all areas of the provision and discussed the early years curriculum. n The inspector talked to the manager, staff and children at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The inspector spoke to parents 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

23 August 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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