Little Green Rascals - Tadcaster Road

Inspection of Little Green Rascals - Tadcaster Road 312 Tadcaster Road, York YO24 1GS

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Overall effectiveness Inadequate

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

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The provision is inadequate

The weaknesses in the leadership and management of the nursery hinder the ability of staff to keep children safe, specifically in relation to reporting potential concerns about the practice of staff without delay. However, despite these breaches, staff have built strong bonds with children and know them well. Children, including those who are new to the setting, show they feel secure, settled and happy in the nursery. Staff are aware of children's individual routines and meet their care needs effectively. For example, they implement robust procedures to ensure children's allergy and dietary needs are met effectively. Babies have their comfort items close by and staff follow safer sleeping procedures.

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The provision is inadequate

Staff are kind and caring towards children. They help them to develop good levels of self-esteem and focus on developing children's personal, social and emotional skills. Children's behaviour is positive, and they show an understanding of behavioural boundaries. Staff teach them about their own safety. For instance, toddlers learn about sun safety and staff explain why they need to wear their hats. Children are well prepared for the stages in their learning and are enthusiastic to join in with new activities. Staff help them to develop the skills they need to move on to the next room in the nursery and their transition to school.

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need to do better?

n The provider has not ensured that the setting's safeguarding policies are followed at all times, particularly in relation to the local safeguarding partner procedures for allegation management. This means that some concerns about staff practice are not reported to the local authority designated officer and these concerns remain internal. In addition, some staff are unable to identify aspects of poor practice that should be reported and are uncertain of the correct procedures to follow. n In contrast to this, staff show that they know the procedures to identify, record and report concerns about children's welfare. They receive training from the leadership team to help them recognise signs of abuse. New staff are provided with child protection information as part of their induction process. n Partnerships with parents are positive. Staff use every opportunity to provide them with information about their child's learning. For example, parents are

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need to do better?

supported to go through the children's learning at home with the use of the lending library and home learning bags. They leave positive feedback. For example, parents say 'staff enable children to make excellent progress and 'they care deeply about children and their families'. n The curriculum is designed to build on children's existing skills as they move up through the nursery. Staff complete regular assessments of children's progress and find out about their interests. This helps them to plan to broaden children's

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need to do better?

6 May 2025 experiences. For example, staff help pre-school children to learn about measuring tools as they explore dinosaur bones. Children discuss how many centimetres the bones are and are skilled in using numbers in a purposeful way. n Staff focus on promoting children's communication and language skills. They have specific group times with stories and songs, and older children enthusiastically take part in phonics awareness sessions. However, on occasion staff ask a lot of questions and talk very quickly. Other staff use complicated language when talking to younger children. This does not help children to fully develop their understanding or give them time to think and respond. n Children who have special educational needs and/or disabilities (SEND) are supported within the setting to access appropriate support, when needed. Staff work alongside children's families, key people in the setting and other

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need to do better?

professionals, to provide children with targeted plans, which help them make good progress. Leaders discuss how to spend extra funding to benefit individual children and to help to meet their needs. n Staff encourage children to be independent from an early age and take an active part in their own self-care. They respectfully ask children if they need help using the toilet and provide praise. Children's health is promoted in the nursery. They benefit from the organic healthy meals each day and thoroughly enjoy using the garden, where they can access the full curriculum. n Children show enjoyment in the wide range of experiences and activities. For example, babies show an interest in stories and songs. Staff sit close to them and encourage them to turn the pages as they read to them. Toddlers show high levels of engagement outdoors as they use pens and chalks to make marks. Pre- school children talk about the golden rules at their forest school. They skilfully

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need to do better?

use the small wooden hammers to make pictures of leaves on their cloths. n Leaders prioritise staff well-being and provide them with regular supervision meetings. Staff say they feel valued in the nursery and enjoy the opportunities to develop their professional practice. For example, staff explain how they have developed their understanding of how to prepare environments for babies and the importance of sensory play.

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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

6 May 2025 develop a secure understanding of the local safeguarding partners procedures for allegation management, to ensure this is implemented without delay 23/05/2025

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Due date

ensure effective training is provided to all staff so they can swiftly identify and report concerns about their colleagues' practice. 23/05/2025

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should:

n consider how to support all staff to promote children's communication and language development to the highest levels.

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Setting details

Unique reference number EY478200 Local authority York Inspection number 10395074 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 131 Number of children on roll 149

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Name of registered person

Little Green Rascals Organic Day Nurseries Limited

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reference number

Telephone number 01904607959 ext 1 then 1 Date of previous inspection 20 July 2022

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Information about this early years setting

Little Green Rascals - Tadcaster Road is in York, registered in 2014. The setting employs 38 members of childcare staff. Of these, thirty-two hold appropriate early years qualifications at level 3 or above, including two with early years professional status and six with qualified teacher status. The setting opens from Monday to Friday, all year round. 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 We carried out this inspection as a result of a risk assessment, following information we received about the provider. n The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact this has on children's learning. n A joint observation was completed by the manager and inspector, indoors during a planned activity. n The inspector held a discussion with manager and leadership team in relation to the leadership and management of the nursery. She looked at relevant documentation such as evidence of recruitment, staff's qualifications and their suitability to work with children. She discussed children's learning and development with the staff team and nursery manager. n The manager obtained feedback from parents for 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

6 May 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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