Micklefield Childcare

Inspection of Micklefield Childcare Micklefield Library, Micklefield Road, High Wycombe HP13 7HU

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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 Inadequate

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The provision is inadequate

The provider has made insufficient progress since the last inspection. They have failed to make the necessary improvements to ensure children are kept safe and their needs are met. Only one of the previous actions has been sufficiently met and further breaches to statutory requirements have been identified. Children do not receive a good enough quality experience, or the care and learning they deserve. Weaknesses across the setting impact on children's safety and well-being. The arrangements for keeping children safe are not effective as the risk assessment processes do not identify and minimise risks to children.

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The provision is inadequate

The provider has devised a simple curriculum that covers all areas of learning and that is based on themes and preparing children to start school. However, this is not implemented effectively. This does not meet the needs of all children, particularly those with special educational needs and/or disabilities (SEND) and emerging gaps in learning. Leaders and staff do not plan and deliver suitable activities and experiences for children to ensure they make progress in their learning.

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The provision is inadequate

Although leaders and staff know children well, their teaching and interactions do not reflect this. Nonetheless, the provider is enthusiastic and very keen to support disadvantaged families and ensure they receive their entitlements. Children are happy, settled and develop close bonds with staff.

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need to do better?

n The arrangements for risk assessment remain ineffective. Leaders and staff are not able to identify and address potential risks to children. For example, children dig in planters where there are old flower bulbs. Staff do not identify if these are safe for children to handle. Children also access an area in the upstairs hallway, where items are stored that could pose a risk to their health and safety. This does not keep children safe. n Leaders do not ensure they deploy staff effectively to supervise children and meet their needs. At times, children's dangerous behaviour goes unnoticed by staff and children are able to open gates and hurt their friends. Additionally, children are able to pick up discarded food from the floor after lunch as they are not supervised sufficiently well. This does not support children's well-being. n Leaders' and staff's teaching skills are weak and do not support them to deliver

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need to do better?

the planned curriculum effectively. Leaders do not ensure that those delivering the curriculum have the training and skills they need to offer good-quality teaching and do not support them to deliver the planned curriculum effectively. Staff do not actively encourage children to share their knowledge or build on this by challenging them. At times, they bombard children with questions and do not give them the space and time they need to think and respond. They do not

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need to do better?

2 July 2025 make use of good opportunities that arise to build on children's interests, such as when they are fascinated by a bumble bee landing on the wall, or delighting in rolling down a slope. The weaknesses in teaching mean that children are not supported to make the progress that they are capable of. n Leaders and staff do not manage children's behaviour effectively. At times, this endangers other children, as they throw toys and are physical towards their peers. Leaders and staff do not respond appropriately or support children to understand the expected behaviours or the impact of their behaviour on others. This does not support the emotional well-being of children or enable them to learn right from wrong. n The organisation of some routines during the day is poor. This particularly relates to mealtimes and small-group activities. For example, some children leave the table to play before other children have finished eating. This causes a

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need to do better?

distraction and also impacts on the supervision of children by staff. Additionally, staff attempt to provide small-group activities in the same room, with one group singing and dancing, and the other reading stories. This is not conducive to children being able to listen and engage as there are too many distractions. n The needs of children with SEND or emerging gaps in learning are not met. Despite leaders having plans in place to support these children, they do not ensure that these are implemented effectively by staff. They persevere in trying to engage the children in activities they are uninterested in, rather than following their interests as prescribed in the curriculum. Leaders and staff do not use their planned interventions for these children to help them regulate their emotions or to communicate. This does not help the gaps in learning to close swiftly enough. n Staff practice in handling children is at times inappropriate, and they do not act

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need to do better?

as good role models. On occasions, staff move children physically to get them where they want them to be, they do not use words or their voices. This does not support children's emotional well-being or encourage children to behave appropriately towards others. n On occasions, leaders and staff give children the space for small groups to play collaboratively, leading their own play. For example, they act out going on a bus trip. Leaders and staff offer opportunities for them to be outside daily. Children enjoy exploring in the garden, such as transporting water from a tray to the wall. Children use trikes with pedals and propel cars with their feet to successfully move around the space outside. This enables them to practise their developing physical skills.

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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 robust risk assessments are implemented, and that the risk assessment process is effective in identifying and removing all potential hazards, particularly in the outdoor area 18/07/2025

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Due date

improve staff deployment to ensure that children are supervised effectively at all times, with a particular focus on behaviour and unsafe play 18/07/2025

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Due date

provide support, coaching and training for all staff to ensure they deliver the planned curriculum and use effective teaching skills to promote all areas of children's learning 18/07/2025

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Due date

take action to implement appropriate, positive and consistent behaviour strategies for all children to ensure their behaviour is managed respectfully and appropriately, and to help children understand the consequences of their actions on others 18/07/2025

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Due date

ensure that staff consistently implement secure routines to guide children's development and meet their individual needs particularly at mealtimes and during small group activities 18/07/2025

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Due date

ensure that the needs of children with SEND and those with emerging needs, are met through agreed strategies that are understood and consistently implemented by all staff. 18/07/2025

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Setting details

Unique reference number 2810504 Local authority Buckinghamshire Inspection number 10391488 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 Sessional day care

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inspection

Total number of places 21 Number of children on roll 17 Name of registered person Micklefield Childcare Ltd

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reference number

Telephone number 07496260890-07947770778 Date of previous inspection 3 February 2025

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Information about this early years setting

Micklefield Childcare registered in 2024. The setting is open Monday and Wednesday 8.30am to 5.30pm, Tuesday and Thursday 8am to 2pm and closed on a Friday. The setting operates during term time only. The setting employs six members of childcare staff. Of these, two hold appropriate early years qualifications at level 3 and two at level 2.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The nominated individual joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want their children to learn. n Children told the inspector about their friends and what they like to do when they are at the setting. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector spoke with the nominated individual about the leadership and management of the setting and also how they support children with SEND. n The inspector carried out a joint observation of a planned activity with the nominated individual. n Parents shared their views of the setting with the inspector. n The nominated individual showed the inspector documentation to demonstrate the suitability of staff.

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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

2 July 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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