Trenance Childcare

Inspection of Trenance Childcare Trenance Childrens Centre, Trenance Road, Newquay, Cornwall TR7 2LU

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Overall effectiveness Inadequate

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

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The provision is inadequate

There are weaknesses in the management of safeguarding matters and staff conduct that compromise children's safety. The leaders do not follow the setting's safeguarding policies and procedures to address concerns about some staff's management of children's behaviour. When they do take action, it is not effective at improving staff's practice. Because of this, at times, some staff do not manage children's behaviour appropriately or role model suitable social skills.

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The provision is inadequate

Overall, leaders and staff plan and provide a broad, ambitious and stimulating curriculum for children. Children develop a positive attitude to learning. Babies happily explore the marks they make with chalks. Two-year-old children look at books independently and pre-school children are keen to take part in group activities. Staff are particularly skilled at developing children's speech and language. They model simple language and mimic babies when they babble, and read stories and sing regularly with two-year-old children. Staff make good use of questions to encourage the pre-school children to share their thoughts and ideas and they teach children new words. However, due to the inconsistent management of children's behaviour by some staff, the setting is not doing enough to support children's personal, social and emotional development.

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need to do better?

n Leaders are aware that there are times when some staff use physical interventions inappropriately or use other unsuitable strategies in order to manage children's behaviour. For example, some staff pull children by their arms, pick them up by the back of their clothing and raise their voice. Staff do not document these occasions and share all incidents with parents, as required. These approaches do not help children to learn how to behave and manage their feelings. Staff do not deliver their planned curriculum for children's personal, social and emotional development consistently. n Leaders, who also have the lead roles for safeguarding, do not understand their duty to record and report allegations made against staff to other agencies. When staff share their concerns with leaders, the leaders do not demonstrate an open safeguarding culture by taking steps to follow these up. At times, leaders do not

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need to do better?

communicate with each other when safeguarding concerns about staff are raised, and they do not take swift and effective action to address concerns. They have not acted in line with the procedures of their local safeguarding partnership (LSP). This places children at risk of harm. n The manager does not receive sufficient support and coaching from senior leaders. Due to weaknesses in the manager's and senior leaders' oversight, there have been breaches of requirements that impact children's health and safety. When incidents occur, the manager does not take sufficient action to

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need to do better?

29 February 2024 prevent them from being repeated. Consequently, there have been several occasions when staff have not adhered to children's dietary needs at mealtimes, which does not help to keep children safe and promote their welfare. n The monitoring of staff's practice and the support and coaching for their professional development is not effective in ensuring they have the necessary skills and knowledge. Some staff do not manage children's behaviour appropriately. When leaders do take some action to manage staff's performance, this does not have the desired effect in improving their practice. For example, leaders simply remind staff of more appropriate strategies to manage children's behaviours but they do not ensure staff actually embed this in practice. n Staff assess what children know and can do accurately. They use this information, along with the children's interests, to plan enjoyable activities and

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need to do better?

learning opportunities that engage children. Despite children making some progress in preparation for the next stage in their learning, they are not gaining the skills in their personal, social and emotional development. n Babies develop an interest in each other and start to learn to play alongside and with each other. For instance, they initiate a game of peek-a-boo with friends through a window, giggling happily, which attracts more babies to come and join in. n Children are curious and enjoy playing imaginatively. For example, two-year-old children pretend to be firefighters and rush around excitedly to put out fires. They investigate how high they can throw beanbags in the garden and cheer excitedly when they manage to throw the beanbags high enough to get them caught in the trees. n Staff support children to be independent in their self-care. Pre-school children put on their coat without help and two-year-old children proudly call out 'I did it!'

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need to do better?

while managing to use a fork to feed themselves. n Parents speak positively about the setting, with particular regard to their children's communication and language development. Staff share information with them about their children's learning to keep them informed.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

There is not an open and positive culture around safeguarding that puts children's interests first.

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Due date

29 February 2024 ensure those with a lead role in safeguarding fulfil their role and responsibilities by sharing information with each other as necessary and recording and acting on concerns, including liaising with external agencies 08/03/2024

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Due date

improve the monitoring, support and coaching for staff to ensure they use appropriate strategies to manage children's behaviour consistently and effectively 22/03/2024

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Due date

ensure those with governance and oversight of the setting provide effective support for the manager to ensure they carry out their role, to safeguard children and promote their health and well-being 22/03/2024

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Due date

document and share all incidents of physical intervention with parents, as required. 01/03/2024

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Setting details

Unique reference number EY333418 Local authority Cornwall Inspection number 10334748 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 46 Number of children on roll 117 Name of registered person Trenance Childcare Committee

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reference number

Telephone number 01637 877099 Date of previous inspection 2 May 2023

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Information about this early years setting

Trenance Childcare registered in 2006. It is a committee-run setting and is situated in Newquay, Cornwall. Trenance Childcare is open each weekday, from 8am until 6pm, for 50 weeks of the year. There are 24 members of staff. Of these, one holds early years professional status, one holds qualfied teacher status, one holds an early years qualification at level 5, and 14 staff hold qualifications at level 3. The setting receives funding to provide free early years education for children aged two, three and four years.

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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 We carried out this inspection as a result of a risk assessment, following information we received about the provider. n The provider, who is also the deputy manager, took the inspector on a learning walk around the setting and explained their expectations for the curriculum. n The inspector observed children throughout the setting, spoke with them and joined in with their games. n The provider carried out two joint observations with the inspector to reflect on the quality of education for children. n Parents and staff had discussions with the inspector to share their knowledge of the setting and their feedback. n Leaders spoke with the inspector to discuss their knowledge and implementation of the policies and procedures.

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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

29 February 2024 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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