Spring – St Bart's House

Inspection of Spring – St Bart's House St. Barts House Day Nursery, 17 Dover Road, SANDWICH, Kent CT13 0BS

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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

Significant weaknesses in leadership and management do not adequately ensure children are protected. The provider has not taken all reasonable steps to ensure that the building can be evacuated in the event of a fire or emergency. Pathways used for emergency exits are not free of obstruction. This compromises children's safety. Dangers in the environment have not been made safe. Staff have identified and reported risks, such as cracked glass and exposed, sharp gaps in windowpanes. However, the provider has not ensured that action has been taken to swiftly remove hazards.

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The provision is inadequate

Overall, staff feel that a recent change in management has been successful. They report that the recruitment of new colleagues has helped to reduce their workloads. However, staff do not receive effective supervision to support them in their roles. In some areas of the nursery, the arrangements to monitor staff practice are not effective and do not provide managers with the information they need to target support. This has a direct impact on the care and education that the children receive. Despite this, staff prioritise meeting children's needs and are dedicated to providing a welcoming and stimulating nursery for the children in their care.

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need to do better?

n The provider does not monitor well enough to ensure that the environment is safe. For example, they do not ensure that fire safety arrangements are robust. In addition, the provider does not take prompt action to address health and safety concerns raised by staff. Hazards identified in areas used by children have not been addressed. n There are weaknesses in the arrangements to supervise and coach staff. Staff do not have opportunities to discuss relevant issues or to address any issues as they arise. This does not promote their ongoing personal development or well- being. n Staff create a calm and welcoming environment, which helps children to feel safe and settled. Key persons have relevant knowledge of their key children, which gives them a basic understanding of their needs. However, the curriculum lacks ambition. Staff spend unnecessary time completing daily routines. Children's play is interrupted, and they are not provided with opportunities to

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need to do better?

fully engage and become absorbed in their learning. n Children enter play happily with their peers and develop secure attachments to staff. The learning environment provided for older children is variable. For example, babies enjoy a stimulating outdoor area. However, the space for older children lacks opportunities for independent play and exploration. Staff support children with interesting back-and-forth conversations about their interests, but

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need to do better?

6 August 2024 learning is incidental as staff do not plan carefully enough to help children build on what they already know and can do. n Staff have high expectations for children's behaviour. For example, children are reminded that their actions may impact on others. However, some activities are too rushed, and staff swiftly replace resources and activities with others. This means some children do not have time to fully immerse themselves in their play. This impacts on their attitudes to learning, as children are not encouraged to concentrate and pay attention for sustained periods of time. n Staff help children to develop some of the skills that will support their transition to school. They encourage children to practise self-care skills and independent behaviours. For instance, children try to do things for themselves. They file their own artwork and serve themselves at snack times. Staff place a high priority on

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need to do better?

meeting children's care needs, such as ensuring they are drinking enough water, wear sun hats and follow basic hygiene practises, like handwashing. n The manager and staff establish positive partnerships with parents. Staff involve parents well and keep them informed about their children and what they have been doing, including their next steps in learning. There are effective arrangements to support children with special educational needs and/or disabilities and to liaise closely with their parents. This helps to ensure that any gaps in children's development are identified and swiftly supported.

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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

ensure that appropriate fire safety arrangements are in place 28/08/2024

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Due date

implement robust systems to ensure that action is taken to remove or minimise identified hazards 28/08/2024

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Due date

implement regular supervision and support for staff to develop their skills and confidence to fulfil all requirements of their role 28/08/2024

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Due date

6 August 2024 develop and implement an ambitious and engaging curriculum for all children. 28/08/2024

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Setting details

Unique reference number 2507943 Local authority Kent Inspection number 10359569 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 80 Number of children on roll 224 Name of registered person Action For Children Developments Ltd

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reference number

Telephone number 01304 619800 Date of previous inspection 25 August 2021

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Information about this early years setting

Spring - St Bart's House registered in 2019. It is located in Sandwich, Kent. The setting employs 30 members of childcare staff, of whom 27 hold relevant early years qualification at level 2 and above. This includes one member of staff who holds a level 6. The setting opens from Monday to Friday, all year around. Sessions are from 7.30am until 6.30pm. The setting 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 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 inspectors viewed the provision and discussed the safety and suitability of the premises. n The deputy manager and inspectors completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n The inspectors observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n One of the inspectors carried out a joint observation of a communication and language activity with the deputy manager. n Parents shared their views of the setting with the inspectors.

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Inspection activities

n The leaders and managers provided the inspectors with a sample of key documentation on request.

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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

6 August 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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