Ilford High Road Baptist Church Preschool

Inspection of Ilford High Road Baptist Church Preschool 322 High Road, Ilford, Essex IG1 1QP

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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

There are significant weaknesses in safeguarding arrangements as well as in leadership and management. This compromises the safety of children.

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The provision is inadequate

Leaders fail to ensure that staff in management positions can fulfil their roles and responsibilities. The staff team consists of temporary or agency staff that do not know the children well and are unable to provide what individual children need. Staff do not intervene when children present challenging behaviour or do not demand attention. Consequently, children play alone and do not learn how to take turns, share and interact with others.

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The provision is inadequate

Staff do not consistently reinforce what children need to do to keep themselves safe and manage their feelings. They do not intervene when children do not follow simple instructions. As a result, the messages that children receive are unclear. Staff do not support children to know when they must listen and what good listening is. For example, children do not focus or listen at carpet time and registration. This means children do not have a secure understanding of what is expected of them. Staff do not use effective strategies for engaging children. For example, staff tell children to stop running in the large hall; however, they offer no explanation or alternative activity. Adults allow poor behaviour, which leads to a chaotic environment that hinders children's learning.

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need to do better?

n Leaders and managers fail to plan an effective curriculum or ensure that staff have the knowledge and skills they need to support children in their learning. The lack of clear intentions for children's learning means that children do not benefit from purposeful or challenging experiences that move them on to their next stage of learning. As a result, children, including those with funded places and those with special educational needs and/or disabilities (SEND), do not make the progress that they are capable of. n Staff's interactions with children are poor. Some staff engage briefly but this is mainly to issue instructions for children's behaviour, often from across the room. They do not help children to sustain a conversation, challenge their thinking or introduce new vocabulary. This means that children do not benefit from good- quality interactions that support their developing communication skills.

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need to do better?

n Leaders and managers do not have a clear understanding of how to support children with SEND and children who are learning to speak English as an additional language. There are not clear procedures in place to ensure that support is sought for children with emerging needs. Staff lack knowledge about each of the children; therefore, monitoring of children's progress is not robust. Consequently, children do not receive the meaningful support that they need to

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need to do better?

15 November 2023 progress. n The key-person system is not fully embedded across the setting to meet individual children's needs. For instance, new children are not cared for by consistent key persons who know them the best. This does not promote the children's personal, social and emotional development, despite this being a focus for their learning. Children are unsettled and their emotional security is not supported. n Leaders and managers do not ensure that staff understand the importance of recording information. Consequently, staff do not always record accidents and injuries that occur at the setting. Furthermore, parents are not always informed at the end of the session that an accident has occurred. n Leaders have not effectively monitored staff, including the manager's practice, or acted promptly where improvement has been needed. This means staff do not know how to fulfil their role or understand how to keep children safe.

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need to do better?

Furthermore, leaders have failed to ensure that there is a named deputy in place who is able and equipped to fulfil their role and responsibilities. This means that children are not receiving the best teaching and care to meet their individual needs. n Leaders and managers fail to notify Ofsted of events that may affect the suitability of the provider, such as intervention from other agencies. This results in Ofsted being unable to assess any impact on the safety and well-being of children that attend. n Partnership with parents is not effective. Sufficient and important information is not always gathered to enable staff to meet the needs of the children.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

Leaders have not ensured that the designated safeguarding officer is equipped to fulfil her roles and responsibilities, as she has insufficient understanding of how to refer concerns to other agencies. Staff do not identify or remove hazards within the setting. Children are exposed to hazards, such as large accessible pieces of equipment that create an obstruction at the foot of the staircase that children use. Furthermore, the procedure for escorting children up and down the stairs does not promote children's safety. For example, children who are unfamiliar with stairs are, on occasions, left without a member of staff to support them.

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Due date

15 November 2023 take action to ensure that staff have secure, up-to-date knowledge of safeguarding issues and know how to identify and refer any safeguarding concerns appropriately and in line with local safeguarding partnership guidance 07/12/2023

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Due date

provide an effective designated practitioner with lead responsibilities for safeguarding to provide support, advice and guidance to staff on an ongoing basis and on any specific safeguarding issues as required 07/12/2023

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Due date

develop staff's knowledge and understanding of how to assess sources of support, advice and assessment for children with SEND, in order to take swift action where appropriate 07/12/2023

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Due date

implement an effective key-person system to ensure that all staff know about children in detail and children are cared for by familiar staff 07/12/2023

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Due date

ensure all staff have the skills, knowledge and understanding to manage children's behaviour appropriately 07/12/2023

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Due date

implement a thorough and effective risk assessment that demonstrates prompt action is taken to remove or minimise risk to ensure children's safety at all times and to inform parents and/or carers of how risk is managed. 07/12/2023

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Due date

plan a suitably challenging curriculum that ensures activities are tailored to meet children's individual needs and what they need to learn next 07/12/2023

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Due date

15 November 2023 ensure the learning environment supports children's development in communication and language, promoting their listening, attention and speaking skills. 07/12/2023

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Setting details

Unique reference number 128470 Local authority Redbridge Inspection number 10307982 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

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inspection

Total number of places 36 Number of children on roll 16 Name of registered person Healthy Living Projects Ltd

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reference number

Telephone number 02085144284 Date of previous inspection 14 March 2018

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Information about this early years setting

Ilford High Road Baptist Church Preschool registered in 1992. The pre-school employs two members of staff. Of these, one holds an appropriate early years qualification at level 3 and one holds a qualification at level 2. The pre-school receives funding to provide free early education for children aged two, three and four years. It is open each weekday from 9.30am to 12.30pm during school term time.

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Inspection activities

n This was the first routine inspection the pre-school 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 joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want their children to learn. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector observed the interactions between staff and children. n The inspector and manager carried out joint observations of group activities. n The inspector viewed the provision and discussed the safety and suitability of the premises.

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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

15 November 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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