Tender Troops Day Nursery and Children Hub

Inspection of Tender Troops Day Nursery and Children Hub Old Hall, 44 Bratt Street, West Bromwich B70 8SB

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 Not applicable

p.1

The provision is inadequate

The provider, who is also the manager, does not ensure that children's well-being is promoted. This significantly hinders the progress that children can make, particularly related to managing their behaviour and communication development. Staff have low expectations for children's behaviour, which frequently leads to a chaotic environment. Staff struggle to manage children when they do not wish to comply with a request. Children ignore staff and roll around the floor. Staff laugh when children tell them to 'stop talking and go away'.

p.2

The provision is inadequate

Children fail to thrive. Staff do not equip them with the skills they need in readiness for school. The manager does not ensure that staff deployment meets the needs of all children, particularly in the pre-school room. She fails to provide children with special educational needs and/or disabilities (SEND) with the level of support they need to make progress. Teaching is weak and the curriculum is not matched to children's learning and development needs. Staff do not create a learning environment that engages children in purposeful play. Children are frequently disengaged and seek out their own entertainment. Staff generally supervise children or complete cleaning tasks but do not enhance their play with purposeful interactions.

p.2

The provision is inadequate

The manager has appropriate arrangements in place to support children's health. Staff implement effective hygiene routines. Children benefit from nutritious snacks and have ready access to water. Milk is also served at mealtimes.

p.2

need to do better?

n The manager and staff receive training related to safeguarding children and understand how to manage a safeguarding concern. However, due to poor staff deployment and management of children's behaviour, children's well-being is compromised. The nursery is disorderly and staff are unable to provide children with an emotionally secure environment. n The manager's monitoring of staff practice as part of the self-evaluation of the nursery is weak. She does not recognise that staffing arrangements fail to meet the needs of the children and that children's behaviour is unacceptable. Although ratios are met, the staffing levels are insufficient to manage the needs of all children in the pre-school room. This significantly compromises the progress that children make. n Although the manager provides staff with training and supervision, this has been ineffective in supporting their professional development and teaching practice.

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need to do better?

The manager and staff have a poor understanding of the education priorities for young children and how to plan for their learning. n The special educational needs coordinator (SENCo) makes referrals to the

p.2

need to do better?

7 May 2024 relevant agencies to provide children with SEND support from outside professionals. However, the manager fails to provide children with SEND with the support they need so they can progress in their development. Children with SEND generally entertain themselves. Staff allow children to lie on top of the tables drinking milk from bottles. They do not provide children with individualised learning plans or play experiences that meet their specific needs. n The manager does not prioritise the essential knowledge and skills that children need to gain as part of the curriculum. She has given insufficient consideration to how they can help children to progress in their communication and language, personal social and emotional, and physical development. n The manager and staff track children's progress, however, this is unhelpful in determining what children already know to plan for their learning. Staff rely on

p.2

need to do better?

documentation to check what children know and can do, and they teach to this. They fail to provide children with challenging play experiences that help them to build on what they already know and can do. Staff do not consider children's individual interests to inform their teaching and planning. n The provision for children's language development, especially for pre-school children, is weak. Some staff are bilingual and support children with their language development by incorporating their home languages, however, this is inconsistent. The manager fails to ensure that staff implement effective support for children with language delay. Staff identify flash cards as a tool to support children. However, the cards they use are unhelpful in supporting children to learn everyday words to communicate their needs and wishes. n The manager fails to ensure that staff create an inviting play environment that provides children with challenging learning experiences. While staff set up an

p.3

need to do better?

age-related play activity for the two-year-old children, staff in the pre-school set up a similar activity. This does not offer any extension for learning. Although basic role-play opportunities are available indoors, there is an insufficient choice of activities for older children to access and motivate them to play. The resources that are available in both rooms are disorganised. Children have access to boxes of toys, however, these are all jumbled up. For example, a box labelled 'building blocks' contains cars, dinosaurs, pencils and only a few building blocks. n The outdoor play environment offers children a greater choice of learning experiences. Children show higher levels of engagement outdoors. They particularly enjoy mixing sand and mud with water in the role-play kitchen. n Staff communicate frequently with parents about their child's day. Parents receive feedback about what children have eaten and any accidents they have

p.3

need to do better?

had. Parents say how they like receiving photographs of their children on the online app.

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

deploy staff effectively to prioritise children's well-being and meet the needs of all children 21/05/2024

p.4

Due date

implement effective arrangements to support children with SEND 21/05/2024

p.4

Due date

provide staff with effective supervision, coaching and training that promotes the interests of children 07/06/2024

p.4

Due date

improve staffs' understanding and management of children's behaviour to create a culture of respect 21/05/2024

p.4

Due date

develop an ambitious curriculum that meets the needs of each child 07/06/2024

p.4

Due date

improve the use of assessment and consider the individual needs, interests and development of each child to plan challenging and enjoyable experiences 07/06/2024

p.4

Due date

implement effective arrangements to support children with language delay, particularly for pre-school children 07/06/2024

p.4

Due date

design the learning environment so children are involved in activities and experiences that motivate them to learn and develop. 07/06/2024

p.4

Setting details

Unique reference number 2702457 Local authority Sandwell Inspection number 10344217 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

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inspection

Total number of places 37 Number of children on roll 31

p.5

Name of registered person

Tender Troops Day Nursery and Children Hub Ltd

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reference number

Telephone number 07828397513 Date of previous inspection Not applicable

p.5

Information about this early years setting

Tender Troops Day Nursery and Children Hub registered in 2022. There are six staff, of whom two hold a level 6 qualification, one at level 3 and three at level 2. The nursery is open Monday to Friday all through the year, from 7am to 7pm. The nursery receives funding to provide free early years education to two-, three- and four-year-old children.

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 We carried out this inspection as a result of a risk assessment, following information we received about the provider. n The inspector viewed the provision and discussed the safety and suitability of the premises. 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 Children interacted with the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector spoke with the nominated individual about the leadership and management of the setting. n The SENCo spoke to the inspector about how they support children with SEND.

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Inspection activities

n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector carried out a joint observation with the manager. n The inspector spoke to several parents during the inspection and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

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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

7 May 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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