Cheeky Monkeys Preschool

Inspection of Cheeky Monkeys Preschool Bethel Christian fellowship hall, Church street, Witham, Essex CM8 2JP

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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

The provider's oversight is poor and places children at risk. The provider does not ensure that all staff have a thorough knowledge of safeguarding. The recruitment procedures are weak, which does not protect children from adults whose suitability has not been cleared. The provider has not ensured that information about children's dietary needs and allergies is adequately recorded and shared with staff. Toileting arrangements do not protect children's privacy or help them understand how to keep themselves safe.

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The provision is inadequate

The provider has failed to design an effective curriculum or ensure that staff have the knowledge and skills they need to support children in their learning. The key- person system is ineffective. The lack of clear intentions for children's learning and poor planning means children do not benefit from purposeful or challenging experiences that move them to their next stage of learning. As a result, children, including those with funded places and those with special educational needs and/or disabilities (SEND), do not make the progress that they are capable of.

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The provision is inadequate

Staff do not use appropriate behaviour management techniques. They do not help children understand why their behaviour is inappropriate or help them learn about boundaries.

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need to do better?

n The provider's leadership of the provision is extremely poor, and evidence provided during the inspection raises concerns about their ability to be open and transparent with Ofsted. Breaches in the safeguarding and welfare requirements have a serious impact on children's safety. As result, the provider's registration was suspended on the day of the inspection. n The provider has not ensured that staff, including those who take the lead responsibility for safeguarding, have a secure understanding of what to do if there is a concern about a child or if an allegation was made against a member of staff. Essential child protection records are not maintained. This does not help staff monitor emerging concerns. As a result, children are not safeguarded. n Processes for ensuring staff are suitable for their roles and responsibilities are implemented. While the provider has an effective recruitment policy in place,

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need to do better?

such as completing Disclosure and Barring Service checks and taking up references, they do not follow these procedures. This does not keep children safe from adults whose suitability has not been verified. n The provider gathers initial information about any allergies children have on their registration form. However, they do not obtain sufficient detail from parents to be able to act swiftly if a child is exposed to an allergen. As a result, staff lack the necessary knowledge to care for children during an emergency.

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need to do better?

16 June 2025 n The key-person system is poor. Staff lack sufficient knowledge about the children in their care. They do not plan appropriate or sequential next steps that are linked to children's current developmental stages and needs. Staff and parents are unaware of who some children's key persons are and what their next steps are. This lack of communication does not support continuity in children's care and education. n The arrangements for children with SEND are inadequate. The provider does not make sure that staff are able to identify when children may require additional support and know how to assist children with SEND. The provider does not seek support from other professionals in a timely manner to help all children with SEND. They do not plan for children's individual needs to help them make the best possible progress. n Staff do not engage with children in a way that stimulates their curiosity, interest

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need to do better?

or excitement. While they supervise the children, their interactions do not build on what the children already know and can do. In addition, the progress checks at age two do not help staff and parents understand children's abilities and where additional support is needed. This poor quality of teaching and assessment means that children's individual development needs are not met and, as a result, they are not making expected progress. n The provider does not ensure that staff have the necessary knowledge and skills to manage children's behaviour appropriately. Staff do not provide children with clear and consistent guidance about what is acceptable. They do not manage behaviour sensitively or give children explanations to help them understand what is expected of them. Children are not helped to understand the impact their behaviour has on others. As a result, children hit and push other children, and

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need to do better?

shout at each other. This does not help children prepare for their future learning. n Children do not learn how to keep themselves safe. The provider does not make sure that staff understand the importance of protecting the children's privacy. Staff do not maintain children's dignity during nappy changes. For example, they leave toilet doors open when changing young children, in full view of the front door window area. In addition, staff do not supervise or assist children with their toileting needs. As a result, children resort to helping each other in the toilets. n Information and records are disorganised and poorly kept. For example, attendance records are not accurately maintained and incidents of poor behaviour are not recorded. This does not help maintain the safe and efficient management of the setting. n Policies and procedures are not up to date and the provider has not ensured that staff have read and understood them. In addition, she has failed to provide

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need to do better?

effective supervision, training and support to help staff understand their roles and responsibilities.

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Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

There is not an open and positive culture around safeguarding that puts children's interests first.

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Due date

ensure staff designated to take the lead for safeguarding have the knowledge, training and skills to be able to fulfil their role effectively 15/07/2025

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Due date

take action to ensure all staff have an up-to-date knowledge of child protection matters and the procedures to follow 15/07/2025

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Due date

maintain accurate information and records, including children's daily hours of attendance, safeguarding documentation and incidents of poor behaviour 15/07/2025

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Due date

implement effective processes to ensure staff suitability, including completing the necessary checks in a timely way 15/07/2025

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Due date

ensure that relevant information about children's allergies needs is sought, recorded and shared with all staff 15/07/2025

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Due date

improve key-person arrangements to ensure the key persons know their children well and can meet their learning needs effectively, including working with parents to ensure consistency in care and learning at home 15/07/2025

p.4

Due date

improve the care and support for children with special educational needs and/or disabilities (SEND) 15/07/2025

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Due date

ensure children's behaviour is managed in an effective and appropriate way 15/07/2025

p.4

Due date

16 June 2025 ensure that the arrangements to support children's privacy, including toilet and nappy changing facilities are suitable and that children are appropriately supervised and supported 15/07/2025

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Due date

ensure policies and procedures are up to date and reflect current legislation 15/07/2025

p.5

Due date

provide effective supervision, training and support to help staff understand their roles and responsibilities and improve the quality of interactions to enable children to make good progress. 15/07/2025

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Due date

plan a challenging curriculum that focuses on what children need to learn next based on their emerging interests and needs. 08/09/2025

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Setting details

Unique reference number 2809711 Local authority Essex Inspection number 10401697 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

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inspection

Total number of places 26 Number of children on roll 24 Name of registered person Brannan, Jacqueline

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reference number

Telephone number 07810773 450 Date of previous inspection Not applicable

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Information about this early years setting

Cheeky Monkeys Preschool registered in 2024. The pre-school employs eight members of childcare staff. The pre-school is open from 8.45am to 2.45pm, Monday to Friday, term time only. The setting provides funded early education for two-, three- and four-year-old children.

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Information about this inspection

Inspectors Lyndsey Barwick Sarah Stephens

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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 inspectors viewed the provision and discussed the safety and suitability of the premises. n Children spoke with the inspectors during the inspection. n The inspectors talked to staff at appropriate times during the inspection and took account of their views. n The inspectors spoke with the registered individual about the leadership and management of the setting. n Staff spoke to the inspectors about how they support children with SEND. 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 The inspector carried out a joint observations of free play with the provider. n Parents and grandparents shared their views of the setting with the inspectors. n The inspectors looked at relevant documentation and reviewed evidence of the

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Inspection activities

suitability of staff working in the nursery. n The staff 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

16 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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