Little Acorns Hindley Green

Inspection of Little Acorns Hindley Green 74 Smiths Lane, Hindley Green, WIGAN, Lancashire WN2 4XR

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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 maintain effective oversight of the setting. They have not carefully reflected on the organisation of the setting. Consequently, there are breaches in legal requirements and this has led to a decline in the provider's practice. Furthermore, the provider has failed to manage a recent dispute with staff and parents about how the setting is organised and run. This lack of purposeful engagement has led to a significant number of long-serving staff leaving the setting. This has significantly disrupted the care and education children currently receive. At the time of the inspection, this disruption is having a negative impact on the education that all children receive. This includes children with special educational needs and/or disabilities (SEND) and those children who are ready to leave the setting to go to school. Right now, children are not supported to make good progress.

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The provision is inadequate

Due to the very recent changes in staffing, the key-person system is not effective. Newly employed staff are suitable and qualified. However, they do not yet know the children well enough. This means they are not able to effectively plan and provide for children's learning. Children are safe and content in staff's care. However, weak interactions and poor implementation of the intended curriculum mean children often lack purpose in their play and wander aimlessly around the room. Children are not developing good attitudes towards learning.

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The provision is inadequate

Due to the recent staff changes, partnerships with parents are variable. Some parents are worried about their children and what the future might bring. For example, they do not know who their child's key person is and feel that communication with staff and leaders has declined of late. That said, new parents feel that settling-in sessions are used well to support them and their children. Staff are kind and caring and treat children with respect. As a result, children listen to them, follow their instructions and behave well.

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need to do better?

n The provider has failed to maintain a knowledgeable staff team. Leaders understand the importance of implementing regular supervision sessions with the staff to help strengthen their practice. However, this is not currently having a positive impact on developing staff's knowledge and skills. As a result, staff do not know how to implement many aspects of the intended curriculum. n Due to most staff being very new to the setting, the setting's curriculum is not being implemented in a structured or sequenced way, to support children's continued progress. This means, although some activities are fun and linked to children's interests, they are not sufficiently focused on building the skills children need to learn and develop.

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need to do better?

4 June 2025 n Staff do not consistently engage in good-quality interactions with all children. Some staff take on more of a supervisory role. Therefore, children are not supported to learn more and extend their current knowledge and skills. This does not help children make consistent progress and be ready for the next stages in their learning. n The key-person system is ineffective. Due to the recent staff changes, children and parents have lost the close and special bonds they once had with the staff. New staff are eager to get to know the children and their families. However, they do not yet know children well enough to be able to plan effectively for their continued learning. n Children with SEND are not supported in their continued education. New staff have made an effort to get to know children with SEND. For example, they have taken some steps to familiarise themselves with information relating to the

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need to do better?

children. Additionally, they have started to look at strategies provided by other professionals involved in children's learning. However, their current lack of knowledge of the children means that targeted plans to support children's progress are not implemented effectively. This hinders the progress that children make. Furthermore, this does not support children in closing gaps in their learning or in being ready for their transition to formal schooling. n Children have some opportunity to practise their physical skills. For example, they enjoy scaling equipment such as the slide and balance on large tyres. Staff supervise these activities well. However, interactions by staff outdoors are weak. Even though children demonstrate they want staff to engage in their play, for example, by rolling a ball to them, staff are too busy chatting to one another to recognise this is happening. This does not help children build on their existing

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need to do better?

physical and social skills. n Recruitment and vetting procedures at the setting are robust. As a result, children are cared for by suitable adults. All staff have attended training in safeguarding. Staff demonstrate a thorough knowledge and understanding of their child protection roles and responsibilities. Staffing arrangements meet requirements. These effective measures ensure children's safety. n Children enjoy freshly cooked meals and are offered milk and water throughout the day. The catering staff ensure that meals meet children's unique dietary needs. Children have access to a spacious outdoor area, where they receive lots of fresh air and run around freely. This supports children to gain a positive attitude to food and to lead a healthy lifestyle.

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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

put in place appropriate training and professional development opportunities for staff to ensure they offer quality learning and development experiences for children that continually improve 30/06/2025

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Due date

put in place arrangements for the supervision of staff that provides support, coaching and guidance that raise the quality of education to a consistently good level 30/06/2025

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Due date

implement an effective key-person system that supports children's care, learning and builds relationships with parents 30/06/2025

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Due date

put appropriate arrangements in place to support children with SEND 30/06/2025

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Due date

ensure that activity planning considers children's individual needs and the skills they need to learn next, that supports them in making progress in their learning. 30/06/2025

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Setting details

Unique reference number EY343063 Local authority Wigan Inspection number 10406680 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 49 Number of children on roll 63 Name of registered person Little Acorns Hindley Green LTD

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reference number

Telephone number 01942 259 870 Date of previous inspection 24 April 2023

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Information about this early years setting

Little Acorns Hindley Green registered in 2003 and was purchased by Little Acorns Hindley Green Limited in 2022. It operates from the Hindley Green area of the borough of Wigan, Greater Manchester. The setting employs six members of childcare staff. Of these, four staff hold appropriate early years qualifications at level 3 or above, including one at level 5. Two staff are unqualified. The setting opens from Monday to Friday, 51 weeks of the year. Sessions are from 7.30am until 6pm. The setting provides government funded education.

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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 area 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 observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The area manager completed a joint observation with the inspector during activities outdoors. n The staff spoke to the inspector at appropriate times throughout the inspection. n The inspector spoke to the area manager about the leadership and management of the setting. n The area manager showed the inspector documentation to demonstrate the suitability of staff. n The inspector spoke to parents and took account of their views.

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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

4 June 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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