Micklefield Childcare

Inspection of Micklefield Childcare Micklefield Library, Micklefield Road, High Wycombe HP13 7HU

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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 Not applicable

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The provision is inadequate

Children's safety is not assured at this setting. Risk assessments are not robust. Staff do not have a good understanding of how to keep children safe. As a result, hazards and risks to children are not identified or reduced. For example, stair gates are easily opened by children. Additionally, staff have not ensured that children understand appropriate risk and how to keep them selves safe, for example they do not intervene when children rock backwards on chairs.

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The provision is inadequate

Children's learning is not supported to a good level. Activities do not engage or challenge children. As a result, children become bored and lose focus quickly. At these times, children's behaviour deteriorates. The rules of the setting are not embedded well enough to ensure that children understand what is expected of them. For example, staff do not ensure that children are aware of the importance of sitting down to eat their snack. As a result, children take food from the table and walk around eating. This does not adequately protect children from the risk of choking or eating food that does not meet their dietary requirements.

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The provision is inadequate

The curriculum does not meet the learning needs of children, in particular the youngest. Activities are not planned effectively to build on what children already know and can do. This means that children do not make the progress they are capable of.

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need to do better?

n The provider does not ensure the safety of children at the setting. Although some risks are identified, these are not addressed to ensure that children are kept safe. For example, children are able to open safety gates and front doors without effective supervision. In addition, staff did not notice when children were observed to walk around with pencils in their mouth and supervision at snack time is not sufficiently vigilant. n Leaders and managers have not identified weaknesses in staff practice, which impacts on their teaching and interactions with children. The curriculum has a focus on what the staff want children to achieve during their time at the setting. However, staff do not have a clear understanding of how to plan activities within the curriculum to meet the needs of all children and to challenge them to learn new skills. For example, there are inconsistencies in how staff engage children in

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need to do better?

conversation to support their communication and language development. In addition, the provider does not ensure that staff have a secure understanding of how children learn. n The activities that staff plan for children lack a clear purpose. The provider does not ensure that children build important knowledge or develop a positive attitude and motivation to learn. For example, children enjoy an activity to make play

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need to do better?

3 February 2025 dough. However, no resources are provided for children to extend their learning and skills and, as a result, children lose interest. n Staff have rules for the children to follow at the setting. However, these are not embedded effectively to ensure that children understand why these are important. Additionally, due to the lack of available resources and poor organisation of daily routines, children become boisterous and run around. Staff do not consistently remind children about how to behave, such as not running indoors. As a result, children do not learn to control their behaviour. n Overall, staff support children's independence well. For example, children self- serve their snacks using tongs, and they show pride as they put their coats on for outside play. However, staff do not consistently help children to develop the skills they need to keep themselves safe. For example, weakness in some

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need to do better?

aspects of the daily routine mean that children become impatient as they wait to go outside and open the stair gate. Although staff are aware that children are able to open stair gates and external doors, they do not put appropriate measures in place to stop this. n Children enjoy spending time in the garden, where they explore activities that help develop their physical skills. Children show how they skilfully balance on stepping stones. They successfully use tools to dig in the flower beds and with support from staff wait for their turn on the slide. n Staff know families well. Parents appreciate the support they receive from staff and the regular communication about their children's day and progress. Staff work with other agencies to support children with special educational needs and/or disabilities (SEND). They ensure that referrals are made so children receive the support they need in the quickest time possible. Staff have put

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need to do better?

strategies in place to help children with SEND make appropriate progress. n Managers ensure that staff have secure knowledge in relation to protecting children from the risk of abuse. They understand the agencies to notify if they have concerns about a child and the role of the agencies.

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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

3 February 2025 devise and implement effective risk assessments to ensure risks are removed or minimised to keep children safe 17/02/2025

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Due date

ensure children are adequately supervised, including when eating, to ensure their safety 17/02/2025

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Due date

provide staff with the coaching and support they need to be able to plan and deliver a well-sequenced curriculum that promotes all areas of children's learning 17/02/2025

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Due date

monitor to ensure that staff provide children with consistent support to learn how to manage their own behaviour and to understand what is expected of them 17/02/2025

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Due date

improve the organisation of routines, particularly when transitioning between activities, to more effectively reflect children's needs. 17/02/2025

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Setting details

Unique reference number 2810504 Local authority Buckinghamshire Inspection number 10379316 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 Sessional day care

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inspection

Total number of places 21 Number of children on roll 18 Name of registered person Micklefield Childcare Ltd

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reference number

Telephone number 07496260890-07947770778 Date of previous inspection Not applicable

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Information about this early years setting

Micklefield Childcare registered in 2024. The setting is open Monday and Wednesday 8.30am to 5.30pm, Tuesday and Thursday 8am to 2pm and closed on a Friday. The setting employs five members of childcare staff. Of these, three hold appropriate early years qualifications at level 3 and one at level 2. The setting provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n Staff spoke to the inspector about how they support children with SEND. 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 observed the interactions between staff and the children. 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

3 February 2025 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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