Tugboats Preschool

Inspection of Tugboats Preschool St. Mary The Virgin Church, Mortlake High Street, London, Surrey SW14 8JA

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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 Requires improvement

p.1

The provision is inadequate

The provider has not maintained or sustained improvement since the last inspection. The provider has not met several registration requirements. Vetting procedures for staff are weak. This, in addition to the lack of adequate arrangements for the use and access of staff's personal digital devices, does not promote children's welfare and safety.

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The provision is inadequate

Staff do not sequence children's learning. For example, they do not support them effectively enough to practise how to take turns and share. These are necessary skills, essential to help children move on to their next stage in learning.

p.2

The provision is inadequate

Staff organise a child friendly environment with many worthwhile activities and resources for children to explore and experience. However, staff do not engage all children effectively. This results in children who wander and run around without purpose, and they do not persevere in their chosen activities. Some children receive little attention. Consequently, children do not develop positive attitudes to their learning.

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The provision is inadequate

Staff do not use suitable strategies to help children learn right from wrong. Instead, they use the word 'no' frequently in their interactions or sometimes ignore undesirable behaviour completely. They do not support children, who become upset as a result. When children want to join in with other children's play, they are told to wait their turn, and no alternative play is offered to engage them. This approach is detrimental to children's well-being.

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need to do better?

n There has been a decline in the quality of provision. The safeguarding arrangements for staff using their personal mobile phones for nursery business are not safe. The provider does not consider the potential risks presented by staff access to and use of their personal digital devices with imaging and sharing capabilities. This compromises children's welfare. n The provider does not have robust vetting processes in place to ensure staff's suitability to work with children. The provider ensures that staff hold a Disclosure and Barring Service check. However, other vetting processes are not conducted for staff who may be related to the provider or those who have come through an agency. This compromises children's welfare and safety. n The provider holds regular staff meetings to communicate expectations of routines and practice. However, the provider does not adequately address known gaps in staff's practice and delivery of the curriculum. As a result, this impacts

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need to do better?

on the quality of teaching that children receive. n The key-person system is ineffective. Staff do not tailor children's care to meet

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need to do better?

15 January 2024 their emotional needs. When children become upset, staff repeatedly ask what the matter is and do not offer any comfort or distraction. Children are often left without any emotional support from adults. This impacts on children's behaviour, self-esteem and confidence. Consequently, children's well-being is compromised. n Parents report that they are happy for their children to attend the setting. However, there are ineffective arrangements in place to communicate with and provide updates for parents where children have speech and language input from external agencies. Staff do not ensure that adequate planning is put in place to support next steps in learning. This delay and ineffective communication with parents impact upon children's continuity of care and learning between home and the setting. n When staff engage with children on a one-to-one basis, children benefit from practising their listening, attention and speaking skills and enjoy these

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need to do better?

interactions. However, the weak implementation of the curriculum results in extended periods of time when some children just run around, without engagement, and flit between activities. Staff do not maximise the programme to support children's communication skills. This does not prepare children for the next stage of their learning. n The provider and staff know what to do if they have concerns relating to child protection matters and the procedures to follow. They know how to report any concerns, including if they have concerns about staff conduct, in line with the local safeguarding partner protocols. n The provider and staff ensure that the environment accessed by children is free from potential hazards. However, the arrangements for staff's use of personal mobile phones are not adequate and compromise children's welfare and safety. n Child learn to manage their personal intimate routines, including toilet routines,

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need to do better?

with staff support. They use the 'coat flip' technique to take on and off their coats. These essential skills help children on their developmental journey. n Staff organise routines and give children time to practise and develop their hand hygiene routine before sitting down for snacks. Children self-select their own healthy snacks from a selection of fresh fruit and vegetables. They make choices between milk and water and learn to pour this themselves. Children join in with energetic music and movement sessions, where they move their arms and legs to help them develop their physical skills. This contributes to children's awareness of the importance of healthy lifestyle choices.

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

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

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Due date

ensure safety measures are taken so that staff's personal mobile phones are stored securely and are not accessible or used around children 02/02/2024

p.4

Due date

implement and record robust vetting procedures for safe recruitment and ensure all staff have had relevant checks to confirm they are suitable to work with children 02/02/2024

p.4

Due date

implement effective staff coaching, guidance and training to help staff improve gaps in their knowledge and practice 02/02/2024

p.4

Due date

improve the key-person system so that care and learning are tailored to meet children's individual needs and help them feel settled and secure 02/02/2024

p.4

Due date

help staff gain the knowledge and skills to support, understand and manage children's behaviour in an appropriate way 02/02/2024

p.4

Due date

improve partnership with parents and ensure there is a two-way flow of information sharing to support staff's assessments of children's individual learning needs. 02/02/2024

p.4

Due date

improve the curriculum planning and delivery to help staff gain skills about how to sequence children's learning and to help children to progress to the next stage in their learning journey 23/02/2024

p.4

Due date

15 January 2024 improve the programme to support children to develop their communication and language skills. 23/02/2024

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Setting details

Unique reference number 2522383 Local authority Richmond Upon Thames Inspection number 10284373 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

p.6

inspection

Total number of places 20 Number of children on roll 13 Name of registered person Tugboats Preschool Ltd

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reference number

Telephone number 07950 926896 Date of previous inspection 10 March 2023

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Information about this early years setting

Tugboats Preschool registered in 2019. It is situated in Mortlake, in the London Borough of Richmond. The pre-school operates Monday to Friday, from 9am until 3pm, during term time only. There are three staff working with the children. All staff have a childcare qualification at level 3. The pre-school provides funded early education for two-, three- and four-year-old children.

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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 The manager and inspector held a learning discussion. The manager talked to the inspector about their curriculum and what they want their children to learn. n The inspector and manager carried out several joint observations to consider the quality of teaching, including at snack time and during free play. 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 children, to find out about their time at the setting. n Staff spoke to the inspector during the inspection. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery. n Parents shared their views of the setting with the inspector.

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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 January 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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