New Beginnings Childcare Ltd

Inspection of New Beginnings Childcare Ltd 15 Wigan Road, Westhoughton, BOLTON BL5 3RD

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Overall effectiveness Requires improvement

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

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The provision requires improvement

Following COVID-19, leaders have faced challenge, which includes responding to staff shortages. Consequently, the manager and deputy manager often work alongside staff caring for children. This means that while leaders know the children well, they have less time to focus on the leadership and management of the nursery. As a result, staff are not provided with the effective levels of support or coaching they need to consistently offer a good standard of education and care for all children.

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The provision requires improvement

The experienced manager knows what she wants children to learn. However, she has not ensured the curriculum is specific enough to help all children develop appropriate knowledge and skills progressively. Consequently, staff do not fully understand how to precisely plan what children will learn and when. This means that not all children make good enough progress towards the next stages of their education in all of the areas of learning.

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The provision requires improvement

Staff are very kind and caring towards children in this fully inclusive nursery. They engage in appropriate interactions with children and help them to explore a range of activities and opportunities. Children show they are happy. For example, children enjoy playing imaginatively, making pretend food alongside one another. Mostly, staff support children to behave positively. Relationships between staff, children and their families are respectful and trusting.

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need to do better?

n Despite leaders' best endeavours, they are unable to oversee the quality of the nursery effectively. This is because they undertake too many different roles. Consequently, staff do not receive a performance management programme that enables them to reflect on the service they provide and make continuous improvements. This impacts negatively on the overall quality of the care and education children receive. Despite this, staff state that they feel confident to ask leaders for support or to discuss any concerns they have. n Complaints that are brought to leaders' attention are given full consideration. Leaders investigate and deal with any complaints appropriately. However, they do not keep a written record of complaints and their outcomes. n Children are generally happy and settled. They all have a key person who takes responsibility for their care and education. However, there are weaknesses around the arrangement of the key person system. This is because staff do not

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need to do better?

share key information with each other about the children or their individual needs. Therefore, in the absence of the key person, some children do not consistently have their individual needs met and some at times feel slightly uncertain.

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need to do better?

7 May 2024 n Staff do not ensure that the organisation of activities always supports learning. For example, children are placed in very large groups to learn one another's names and talk about the weather. Staff do not recognise that some children find it difficult to maintain concentration. This is because staff have not yet helped them to gain the listening and attention skills to sit in a large group for extended periods of time. Some children wander away from activities and do not develop the knowledge and skills they need for their next stages in education. n Managers and staff support children's communication and language skills. They use strategies such as providing a running commentary and adding a word to children's attempts to communicate. Staff confidently read books such as 'The Gruffalo' and teach children songs. Staff assess children's progress in communication and language development regularly and refer children to other

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need to do better?

professionals if necessary. Children acquire language skills appropriate for their age and stage. n The nurseries hygiene procedures and policies are not always adhered to by staff. For example, children do not consistently wash their hands before eating and sometimes eat food from unclean surfaces because plates are not always provided. That said, nappy changing and toileting are managed appropriately and support children's health. n Staff support children to understand the expected behaviours of them at nursery. For instance, staff explain the rules and help children to understand that they should use kind hands and words. Most children behave well. Older children recognise that some children need more support than they do, and they show care and kindness to others. n Managers and staff provide an environment where children can learn to develop gross and fine motor control. For instance, toddlers enjoy trying to pedal bikes,

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need to do better?

and older children tackle the challenge of threading hooped cereal on to strings with enthusiasm. Children develop physical skills appropriate to their age and stage. n Parents speak positively about the service they receive and appreciate staff's attentive care towards their child. They speak highly about the support staff offer to them when concerns are raised about their child's development. Staff keep parents informed of their child's development and provide them with key information about their child's day. n Leaders and staff quickly identify where there are concerns about a child's development. They work well alongside parents to make swift referrals to other professionals. This helps them to develop effective strategies and support for children with special educational needs and/or disabilities.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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Due date

ensure staff understand how to plan and implement the curriculum to help children gain more knowledge across all areas of learning 05/06/2024

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Due date

put in place and implement a written procedure for dealing with concerns and complaints. 05/06/2024

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should:

n develop the performance management of staff to provide effective evaluations of all staff practice and to identify where improvements could be made n improve hygiene routines to ensure that children's good health is consistently promoted throughout the daily routines n strengthen the arrangements of the key-person system to help all children feel secure and to ensure they have their individual needs met at all times.

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Setting details

Unique reference number EY452080 Local authority Bolton Inspection number 10343425 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 61 Number of children on roll 78 Name of registered person New Beginnings Childcare Limited

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reference number

Telephone number 01942813812 Date of previous inspection 24 January 2019

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Information about this early years setting

New Beginnings Childcare Ltd registered in 2012 and is located in Westhoughton. The nursery opens all year round, from Monday to Friday, except for bank holidays and one week at Christmas. Sessions are from 7.30am until 6pm. The nursery employs 15 members of childcare staff. Of these, 14 hold relevant qualifications at level 3. The nursery provides funded early education for two-, three- and four-year- old children.

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Inspection activities

n This was the first routine inspection the nursery received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the manager and has taken that into account in their evaluation of the provider. n The manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n Children spoke to and communicated 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 special educational needs coordinator spoke to the inspector about how they support children with special educational needs and/or disabilities. 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.

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Inspection activities

n The inspector carried out joint observations of group activities with the manager. n Parents shared their views of the setting with the inspector. 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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