Small Talk Nurseries

Inspection of Small Talk Nurseries 10-12 High Street, Dawley, Telford TF4 2ET

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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

Safeguarding is not effective in this nursery. Leaders and staff do not undertake robust or effective risk assessment to eliminate hazards and risks for children that compromise their safety and well-being. Leaders and staff do not ensure that the outdoor play area, which is accessed regularly by children, is maintained, safe or fit for purpose. Nursery practice for sleeping babies does not fully align with government safety guidelines, and this puts sleeping babies at risk.

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The provision is inadequate

The curriculum for all children is weak. Staff do not plan or effectively organise a learning environment that engages or motivates children to learn. Children are directed to planned activities that do not always focus on what it is children need to learn next or reflect their personal interests. As a result, children do not make the progress they are capable of. Children spend extended periods of time between activities sat on the carpet singing rhymes, waiting for staff to clear away and prepare resources and complete other tasks. This impacts negatively on children's behaviour as they become bored and restless. Despite weaknesses, children arrive happily at the setting and demonstrate that they feel safe in the care of staff, who offer reassuring smiles and comfort when needed.

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need to do better?

n Leaders do not implement robust risk assessment procedures to help keep children safe. Any assessments made are ineffective in identifying hazards that present potential risks to children. For example, a parachute is placed over a large wooden train that has damage to its metal structure and holes in its rotten wooden floor. Large surface areas where children play are uneven and worn, exposing surface coverings that are ripped and frayed. In addition, sharp objects and broken plastic containers are fixed to gates where children play. These hazards do not ensure children's safety and well-being. n Staff do not ensure that cots for sleeping babies are safe, suitable and in line with government safety guidelines. For example, fabric canopies overhang cots where babies may be placed down to sleep. This does not ensure the safety of sleeping babies. n Leaders and staff have planned a new curriculum to identify focus areas for

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need to do better?

children's learning and development. However, staff's understanding and implementation of this curriculum are weak. Adult-led activities are not planned or differentiated to support all children to learn. For example, children are not supported to learn the skills they need to complete tasks, such as using scissors correctly to cut paper. This does not promote successful learning. n Leaders have plans in place to support children with special educational needs and/or disabilities (SEND). Leaders make referrals and seek advice from other professionals to support these children. However, staff do not fully understand

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need to do better?

11 June 2025 how to support and interact effectively with children with SEND. For example, they merely lead children by the hand around the room as they chat to other children, rather than engaging them in planned purposeful play. As a result, children do not make good progress. n Leaders and staff do not plan and organise a learning environment that consistently supports children to understand how they are expected to behave. For example, staff do not organise routines or transitions between activities to help children remain focused and engaged in their learning. Staff frequently ignore children's unwanted behaviours, such as when they snatch toys from others. Children's behaviour becomes disruptive to their learning and that of other children. n Staff sometimes support young children to learn new vocabulary. For example, as they engage in activities making marks in play dough, they share words such

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need to do better?

as 'squash' and 'squeeze' with children as they manipulate the dough. However, staff do not always support the language skills of older children by engaging in purposeful conversations with them or offering explanations about their learning. This does not help children to make good progress in their communication and language skills. n Children's physical health is given some consideration. Staff provide healthy and nutritious meals, and children are encouraged to drink water. However, staff do not always plan or provide opportunities for children to develop their gross motor and physical skills. This does not fully support their overall physical development. n Parents speak enthusiastically about the care provided for their children at this setting. They appreciate the regular updates they receive about their children's daily activities. Parents comment that their children enjoy the time they spend at

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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

11 June 2025 ensure procedures for risk assessment are robust so that any hazards posed to children are identified, removed or minimised, to effectively maintain children's safety and well-being 04/07/2025

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Due date

ensure areas where children sleep are safe, suitable and in line with the latest government safety guidance 04/07/2025

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Due date

support staff to gain the knowledge and skills they need to ensure children with SEND make the progress they are capable of 04/07/2025

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Due date

implement effective strategies to manage children's behaviour in an appropriate way that helps all children to understand what is expected of them and enables them to engage in purposeful learning. 04/07/2025

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Due date

ensure curriculum planning and implementation are effective so that children gain the knowledge and skills they need to be successful in all areas of their learning 25/07/2025

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Due date

ensure staff plan transitions between activities for children, to promote their focus, attention and enjoyment of learning 25/07/2025

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Due date

improve staff's interactions with children to help them develop their language and communication skills 25/07/2025

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Due date

support staff to provide opportunities and experiences that help children to progress in their physical development. 25/07/2025

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Setting details

Unique reference number 2671793 Local authority Telford & Wrekin Inspection number 10409086 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 50 Number of children on roll 102 Name of registered person Rak Day Care Ltd

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reference number

Telephone number 07809482531 Date of previous inspection 24 August 2022

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Information about this early years setting

Small Talk Nurseries registered in 2022 and is located in Telford. The nursery employs 16 members of childcare staff who work in the nursery or the before- and after-school provision. Of these, two staff hold appropriate early years qualifications at level 5, and 11 hold a level 3 early years qualification. Three apprentices also work within the nursery. The nursery opens from Monday to Friday, all year round, except for a week at Christmas. Sessions are from 7.30am until 6pm. The before- and after-school club operates from 7am until 9am and from 3pm until 6pm during term time. A holiday club operates from 7.30am until 6pm during the school holidays. The nursery provides funded early education for eligible children.

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Inspection activities

n We carried out this inspection as a result of a risk assessment, following information received about the provider. n The inspector viewed the provision, inside and outside, and discussed the safety and suitability of the premises. n The manager joined the inspector on a learning walk and talked about their curriculum and what they want children to learn. n The inspector spoke to staff and children at appropriate times during the inspection. n The special educational needs and/or disabilities coordinator spoke to the inspector about how they support children with SEND. n The inspector carried out observations to determine the quality of teaching and learning. n The manager and the inspector carried out a joint observation of a planned group activity. n The inspector spoke to several parents at the start of the inspection to take account of their views. n The inspector looked at relevant documentation and reviewed the suitability of

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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

11 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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