High Hopes Day Nursery ( Glenfield )

High Hopes Day Nursery ( Glenfield )

Unique reference number (URN): 2735050 Address: 17 Holmwood Drive, Leicester, LE3 9LG Type: Childcare on non-domestic premises Registered with Ofsted: 16/06/2023 Registers: EYR, CCR, VCR Registered person: High Hopes Day Nursery School Ltd

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Children's welfare and wellbeing Expected standard

Staff speak with children before taking them to the bathroom, they ask them if they are ready for a nappy change. If children wish to continue playing, staff respect their request and tell them they will come back later. Children are encouraged to wash their hands before eating, promoting safe hygiene practices. Children with special educational needs and/or disabilities are shown a cup and plate to symbolise what is happening next before being asked to go and wash their hands, this helps them to understand routines. Children receive a healthy diet at the setting and learn about healthy eating. Children with allergies and dietary needs have their needs met well as staff ensure that preferences are followed.

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Children's welfare and wellbeing Expected standard

Children are encouraged to be physically active. They dance before lunch to release energy and aid concentration. Children and staff take part in daily outdoor running to promote health and wellbeing. Young children take part in circle time, where they say hello to their friends and look at a picture of themselves. Children are asked if they feel good, they respond and put a thumbs up. Staff tell children that they are happy and demonstrate this with an action to secure understanding. Staff know languages that children speak. On a few occasions, when children are unsettled, staff say words in children's home language to comfort them.

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Behaviour, attitudes and establishing routines Needs attention

At times, staff do not consider children's abilities when asking them to participate in certain routines. Young children are told that they have 5 minutes until tidy-up time, however staff do not support them to understand what this means. Staff ask children to help tidy up and sing a song about it. Staff do not demonstrate to children what to do and how they can help. Some children in response lay down and staff without any warning pick them up and move them. Staff do not use what they know about those children with special educational needs and/or disabilities well enough. Some children are working towards being able to join in play with their friends. Despite this being identified as a next step, staff do not tailor practice to provide opportunities for these children to develop those key skills.

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Urgent improvement

Leaders speak with parents about the importance of children attending their sessions. They explain what experiences children will be missing if they were to not attend. Children generally behave well and are given age-appropriate responsibilities. For example, when staff ask children to hand out cups at lunchtime, children do this straight away without needing guidance. Staff recognise when children are quiet on arrival and provide appropriate comfort.

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Achievement Urgent improvement

Children are not developing the skills and knowledge that they need to advance in their learning. Children are not progressing well enough, particularly in their communication and language. Children have next steps in place regarding speech development for long periods of time with little progress being made. Children with special educational needs and/or disabilities are not achieving in key developmental areas, this impacts on their ability to successfully transition within the setting and/or to school. For example, young children move quickly between activities and do not stay engaged.

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Achievement Urgent improvement

Some older children begin to develop skills ready for school, particularly independence. The children understand the need to wait their turn before serving themselves lunch. Through discussion, some older children demonstrate a knowledge of healthy foods.

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Curriculum and teaching Urgent improvement

Leaders do not have an accurate view of the quality of the curriculum or teaching and, therefore, do not recognise the significant weaknesses. Despite external support, leaders have failed to take appropriate action to address weaknesses that have been highlighted at the last two inspections. While leaders know what it is that children need to learn, the implementation of the curriculum is not effective and does not meet children's needs.

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Curriculum and teaching Urgent improvement

Staff do not support children's communication and language development well enough. Children with special educational needs and/or disabilities are not provided with tailored interactions to support individual language development. Despite language acquisition being identified as an area for children's development, children are either not spoken to or asked questions that are too complex for them to understand. Staff know that they want the youngest children to develop their language skills. They sing with the children but fail to notice that children are not joining in and do not offer encouragement. The curriculum is not ambitious for all children and results in children being upset and disinterested.

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Curriculum and teaching Urgent improvement

Staff help children develop mathematical knowledge. Young children hear numbers as staff sing nursery rhymes. Staff build towers with older children, counting blocks and using words, such as tall. Physical development is encouraged as children dance before lunch.

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Inclusion Urgent improvement

Children who have special educational needs and/or disabilities are not provided with focused support to enable them to engage or develop skills. The strategies that are put in place in the setting to support children who require additional help to engage in learning are not consistently used. For example, communication tools, such as lanyards, are not used by staff to explain to children what is happening next. Staff physically move children without any explanation about what is happening or why. Children who were settled become upset as this is confusing and inappropriate for them.

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Inclusion Urgent improvement

Leaders work with parents and other professionals regarding children with additional learning needs and follow the plans put in place. Staff identify if there are any concerns in children's development by completing observations of what the children do during the day. However, they do not include their own next steps in the children's development plan. This results in a lack of action towards developing and meeting children's learning needs, particularly communication and language.

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Inclusion Urgent improvement

Leaders have systems in place to ensure that those children who are eligible for additional funding receive this. They use funding, such as early years pupil premium, to purchase resources to assist with some children's next steps. For example, they purchase resources for children to use at home to help them progress in their independence.

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Leadership and governance Urgent improvement

Leaders do not have the capacity to improve the provision that they offer. Weaknesses have been raised at the last two inspections, and leaders have taken advice and guidance to support their development. Despite, this the provider remains unable to provide a quality experience to children, particularly for those children with special educational needs and/or disabilities.

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Leadership and governance Urgent improvement

Leaders do not have a suitable understanding of what they need to do to improve. They know what it is that they want the children to learn and how this should be delivered, but this is not done in practice as their assessment of the provision is not accurate. Staff have regular supervisions, where targets are identified to help support their practice and they attend training. However, this is not improving the experiences that are offered to children.

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Leadership and governance Urgent improvement

Leaders do support staff wellbeing and have regular discussions with staff to ask if there is anything that they can do to further support them. Leaders and staff engage with parents. They share information about how they can support their children at home, for example guidance on potty training. Leaders are also inviting parents into the setting to receive training on healthy eating. This provides lifelong learning for both parents and children.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children are not receiving a quality experience at the setting as leaders have not taken swift or sufficient action to bring about improvement to address weaknesses previously identified. Leaders do not have an accurate view of the standard of care and education at the setting.

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What it's like to be a child at this setting

Children do not achieve as well as they could from their starting points as the teaching of the curriculum is weak. Children with special educational needs and/or disabilities (SEND) do not receive a curriculum tailored to their needs. For example, children who need support to communicate are repeatedly asked the same questions when upset. Staff fail to notice that children are not responding and make no adaptations to their practice. Children are not supported to engage in their learning as they move quickly between activities or stand on the periphery and do not join in.

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What it's like to be a child at this setting

Children do not receive an ambitious curriculum as they do not always receive teaching at the correct level. For example, young children are asked questions and given information that is too complex for them to understand. Children's communication and language development is not given enough priority, those children with gaps in their language acquisition are not catching up quickly enough.

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What it's like to be a child at this setting

Children with SEND are not consistently supported to be included. Staff fail to recognise and respond to cues from those children who are unable to communicate vocally. They move children physically despite children displaying clear body language that they do not want to do something.

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What it's like to be a child at this setting

Children are cared for in a safe environment. When children are taken to wash hands before lunch, staff ensure that they are supervised well as they walk through different areas of the building. Children's development and next steps in their learning are shared with parents and carers along with ideas as to how parents can support their children at home. At mealtimes, children of all ages are encouraged to develop independence skills. Young children serve themselves food as they successfully manipulate tongs to pick up food items and place them on their plate.

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Next steps

The provider is not meeting the requirements of the Early years foundation stage and Childcare register and Ofsted intends to take enforcement action.

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Next steps

We will issue a Welfare Requirements Notice requiring the provider to have taken the following actions by the assigned date:

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effective curriculum

To meet the requirements of the Early years foundation stage and Childcare register the provider must take the following actions by the assigned date:

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: High Hopes Day Nursery School Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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About this inspection

The inspector spoke with leaders, practitioners, the special educational need coordinator and the designated safeguarding lead during the inspection.

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About this inspection

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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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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