Wee One's Day Nursery And Pre-School

Inspection of Wee One's Day Nursery And Pre-School The Clinic, 26 28 Bakers Lane, Lingfield, Surrey RH7 6HD

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

Breaches to the safeguarding and welfare requirements have an impact on children's health, safety and learning. For instance, not all staff have a good understanding of safeguarding matters, including the indicators of some types of abuse. The manager and staff do not use risk assessment and robust hygiene practices to ensure children's health and safety. Staff are not deployed effectively to meet the safety needs of children, including during sleep times and mealtimes.

p.2

The provision is inadequate

Children with special educational needs and/or disabilities (SEND) do not receive the support or learning opportunities they need to make steady progress. This is because the manager does not use additional funding to support the specific needs of children effectively. For example, children who are entitled to targeted support from staff, receive limited interaction and spend much of their time wandering around the setting. This means that not all children have access to their full entitlement, which impacts significantly on the progress they are able to make.

p.2

The provision is inadequate

Staff do not respond to children's behaviour effectively or consistently. This means that children do not gain a good understanding of right and wrong and, consequently, do not behave well. For example, children climb on furniture and push each other. This means that staff spend most of their time responding to behaviour incidents, rather than engaging children in learning.

p.2

need to do better?

n Leadership and management is not effective. The manager does not ensure that staff have the knowledge and skills they need to meet the needs of children. For example, staff are not confident in knowing how to support children's challenging behaviour or specific needs. As a result, staff experience stress and are overwhelmed. Furthermore, not all staff who have a lead responsibility for safeguarding, have a secure understanding of the signs that would require immediate action. This includes the signs of physical abuse, such as bruising to a non-mobile baby. Therefore, children's welfare cannot be assured. n Children do not have access to a curriculum that is well sequenced, ambitious, or engaging. Staff do not ensure that the environment is set up in a way that builds children's interest. For example, some play areas lack resources, which leads to arguments and a deterioration in children's behaviour. Staff working with

p.2

need to do better?

children are not always clear on what children need to learn next. This means that activities do not meet the learning needs of all children. This limits children's progress. n Staff do not provide an environment that supports children's health, safety and welfare. They do not take appropriate action to minimise potential risks within the environment. For instance, babies have access to protruding staples on low-

p.2

need to do better?

20 March 2024 level walls in their play space. Although staff identify this as a potential hazard, they fail to take swift action to remove these. This places children at risk of injury. Furthermore, nappy changing mats are not sanitised after each use. This presents a risk of cross-contamination that could impact children's health. n Staff are not deployed effectively to meet the supervision needs of children. For example, during mealtimes, staff are often left alone with up to 11 children who are eating. This includes babies and those with allergies. In addition, children are not appropriately supervised during sleep times. This is because sleeping children are not within sight or hearing. Although staff check sleeping children regularly, this is not enough to ensure children's safety at all times. n Children have opportunities to develop their physical skills, which help to prepare them for future writing. For instance, children burn off energy and develop their

p.2

need to do better?

balance, coordination, and core strength as they climb structures and walk along beams in the garden. Children develop their fine motor skills as they manipulate play dough with their hands and tools. n Partnerships with parents are not fully effective. Although parents receive regular information about their children's daily care, they are not well informed about the progress that their children are making. This does not enable parents to extend children's learning at home. However, staff do work effectively with other settings that children also attend. They share information on children's development and targets. This helps to promote consistency for children.

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.

p.3

Due date

provide children with clear expectations of their behaviour and ensure that strategies are consistent and effective 30/04/2024

p.3

Due date

provide staff with training and professional development opportunities that enable them to fulfil their roles and offer children good-quality learning experiences that reflect the needs of children 30/04/2024

p.3

Due date

20 March 2024 ensure that those who have a lead role in safeguarding, have an up-to-date knowledge and understanding of the indicators of abuse and the action they should take in line with local safeguarding partnership's policies and procedures 30/04/2024

p.3

Due date

review and improve the arrangements to support children with special educational needs and/or disabilities 30/04/2024

p.4

Due date

ensure that hygiene arrangements are robust and protect children from cross- contamination, including handwashing procedures and the sanitation of equipment after nappy changes 30/04/2024

p.4

Due date

ensure that children's safety through effective risk assessment, making sure potential hazards are removed without delay to minimise the risk of injury 30/04/2024

p.4

Due date

ensure that staff are deployed effectively to meet the supervision and safety needs of children, making sure that they are within sight and/or hearing at all times, including during sleep times and mealtimes 30/04/2024

p.4

Due date

provide children with a curriculum that is ambitious, engaging and precise, and supports all children to make good progress from their starting points 01/06/2024

p.4

Due date

ensure that parents receive regular updates on their children's progress. 01/05/2024

p.4

Setting details

Unique reference number EY483933 Local authority Surrey Inspection number 10336760 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 25 Number of children on roll 37 Name of registered person Wee One's Day Nursery And Pre-School Ltd

p.5

reference number

Telephone number 01342 836884 or 07801 550400 Date of previous inspection 7 January 2019

p.5

Information about this early years setting

Wee One's Day Nursery and Pre-School registered in 2015 and is located in Lingfield, Surrey. The setting is open from 8am to 5pm on weekdays for 48 weeks of the year. It receives funding for free early education for children aged two, three and four years. There are six members of staff, four of whom hold a relevant early years qualification at level 2 or above. The manager is a qualified teacher.

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 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 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

20 March 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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