Pebbles Pre-School

Inspection of Pebbles Pre-School 11a Wedgewood Road, Luton LU4 0RH

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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 Good

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The provision is inadequate

The provider has failed to ensure that all staff have completed enhanced Disclosure and Barring Service checks. This compromises all children's welfare. Furthermore, the provider does not ensure staff provide children with a well-planned and sequenced curriculum. Staff provide some activities which children are able to choose from. However, they do not always know what they want children to learn from the planned activities. This means children do not make the progress they are capable of. Children with special educational needs and/or disabilities (SEND) are not well supported at the setting. Staff do not follow advice from external professionals to ensure that children with SEND make the best possible progress. Children do not develop the knowledge and skills they need to be ready for school.

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The provision is inadequate

That said, staff are kind and children demonstrate that they are happy in the setting. They enjoy accessing the environment and in general they behave well. Staff explain rules around how to behave and support children in learning how to share.

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need to do better?

n The provider does not carry out full recruitment procedures to ensure all staff are suitable to work with children. In addition, the provider has failed to notify Ofsted of significant changes that may affect the safe and efficient running of the setting. n The quality of teaching and learning is weak. Leaders and managers do not train staff effectively to enable them to create an ambitious curriculum for all children, including those with SEND. Although staff gather information about children's starting points from parents, this is not used to inform children's next steps in learning. At times, staff talk about the activities and what the children will learn. However, these are generic statements and are not focused on individual children to help them make good progress. n Although each child has a key person, the arrangements in place are not effective. Leaders have not taken staff's knowledge of children into consideration

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need to do better?

when determining how to deploy staff. Staff do not always have the knowledge about the children in their care to support them effectively. As a result, some children do not have a familiar adult to support them and it has a negative impact on children's learning and development. n The provision for children with SEND is not effective. Leaders, who are responsible for this, are not equipped with the knowledge and skills to fulfil this role. Although staff are aware of children's individual plans, these plans are not consistently updated. As a result, staff are not always sure how they should be supporting children with SEND to achieve the next steps in their learning. n Parents explain that their children settle quickly in the setting and appreciate the

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need to do better?

9 January 2025 flexibility in hours the setting provides. However, not enough is done to engage with and help parents understand the importance of supporting their children's learning at home and how they can do this. n The provider does not have a good overview of the nursery. Staff do not benefit from effective supervision or have regular opportunities to discuss how training may improve practice. The provider does not have a strategy to develop the provision, which has a negative impact on the experiences available for children.

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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 a Disclosure and Barring Service check is completed for all members of staff 27/01/2025

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Due date

implement a curriculum that meets all children's learning needs and offers appropriate challenge, to help them make at least good progress 30/04/2025

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Due date

ensure that staffing arrangements meet the needs of the children, so that they are supported and cared for by a familiar adult at all times 30/04/2025

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Due date

ensure that appropriate arrangements are in place to support children with special educational needs and/or disabilities 30/04/2025

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Due date

ensure that staff improve their knowledge of how to support children with special educational needs and/or disabilities, so that they make the best possible progress 30/04/2025

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Due date

9 January 2025 improve partnership working with parents to ensure that information about children's needs is gathered before they start and to help parents understand their child's progress, so they can support learning at home 30/04/2025

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Due date

provide effective support, coaching and training, so that all staff have the knowledge and skills to fulfil their roles successfully and the interests of children are promoted. 30/04/2025

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Setting details

Unique reference number EY542812 Local authority Luton Inspection number 10368641 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 30 Number of children on roll 42 Name of registered person Pebbles Pre-School (Luton) Ltd

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reference number

Telephone number 07854030710 Date of previous inspection 28 March 2019

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Information about this early years setting

Pebbles Pre-School registered in 2017 and is located in Luton, Bedfordshire. The setting employs 11 members of staff who hold relevant qualifications at level 2, 3 or above. It opens Monday to Friday, for most of the year, from 7.30am until 6.30pm. Session times are flexible. The setting offers the government funded places for all eligible children.

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Inspection activities

n The manager and the inspector completed a learning walk together of all the areas of the setting and discussed their curriculum and what they want children to learn. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact this was having on children's learning. n The inspector carried out a joint observation of a group activity with the manager. n The inspector spoke to parents during the inspection and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of suitability of the manager and her staff team. n Staff spoke to the inspector at appropriate times during the inspection.

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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

9 January 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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