Rascals Natural Learning

Rascals Natural Learning

Unique reference number (URN): EY547402 Address: The Old Brocklesby School, Brocklesby Road, Great Limber, Grimsby, DN37 8JS Type: Childcare on non-domestic premises Registered with Ofsted: 16/05/2017 Registers: EYR, CCR, VCR Registered person: MacFarlane, Sally Louise

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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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Achievement Urgent improvement

Children do not make the progress of which they are capable. Younger children frequently disengage from their learning because staff do not plan activities that interest or excite them. This results in children lacking the sustained focus that is needed for new skills and knowledge to become embedded.

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Achievement Urgent improvement

Older children show some of their achievements by recognising and naming the plants that they find outside, for example moss. This display of learning is self-initiated and not expanded upon by the staff. Children who face barriers to their learning and development do not make sufficient progress. Their communication development is hindered by staff's uncertainties and inconsistencies in using external experts' suggested teaching strategies, such as simple sign language.

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Achievement Urgent improvement

Children who face barriers to their learning make minimal progress from their starting points. Leaders and staff do not have sufficient oversight of children's development over time. This means that, overall, children do not reach their full potential, as staff are not always aware of any learning that may have been gained.

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Achievement Urgent improvement

With staff supervision and prompts, children practise some skills that they can use for when they go to school, such as washing their hands. Their ability to undertake this self-care task independently is still developing.

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Behaviour, attitudes and establishing routines Urgent improvement

Leaders have low expectations of how children should behave. Staff spend their time dealing with the fallout of managing children's negative behaviours instead of focusing on their teaching and delivery of the curriculum. Staff's behaviour management strategies are not effective. This pattern of practice continues throughout the day. Leaders do not support staff to maintain a well-organised and well-resourced play environment. This further contributes to children's poor attitudes to learning because they do not always have access to resources that keep them occupied. Children's behaviour starts to deteriorate because they lack focus and engagement in learning. Over time, specifically, younger children become bored.

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Behaviour, attitudes and establishing routines Urgent improvement

Leaders hinder children's regular attendance due to their poor planning when there are staff shortages. This means that for some children, their routines are disrupted without notice, and they are turned away from the setting. This significantly impacts on children's capacity to benefit from their early education entitlement.

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Behaviour, attitudes and establishing routines Urgent improvement

Staff do not give children with special educational needs and/or disabilities (SEND) the support that they need to engage in the routines of the day and to be involved on a social level with their peers. For instance, during tidy-away time, children with SEND continue their play because staff do not help them to understand what is happening around them or staff's instructions to help.

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Children's welfare and wellbeing Urgent improvement

Leaders' management of children's health and hygiene is ineffective. Staff provide activities where children share resources that they operate using their mouths without appropriate cleaning between uses. Additionally, staff do not notice or support children to recognise when their noses need to be cleaned. Such lack of care from leaders and staff greatens the risk of infections spreading.

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Children's welfare and wellbeing Urgent improvement

Leaders' arrangements for the key-person system are not implemented successfully. Some children, including disadvantaged children, do not benefit from the close attachments with staff that they need to maintain a secure sense of emotional wellbeing. Some staff do not know the names of the children they are caring for, which lessens their ability to offer quality emotional reassurance when children need this.

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Children's welfare and wellbeing Urgent improvement

Staff do not notice quickly enough when children become upset or frustrated. When they do, they offer children care and compassion, but there is an unnecessary delay in staff helping children to manage their emotions.

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Children's welfare and wellbeing Urgent improvement

Leaders provide nutritious food for children, and staff supervise them well when they eat. Leaders act on children's medical needs. The organisation of the setting sees children predominantly playing outdoors, where they have access to fresh air and the opportunity for physical activity if they choose. These parts of the provision go some way to promoting children's welfare and wellbeing, but children are mostly exposed to practices that jeopardise this aspect of their development.

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Curriculum and teaching Urgent improvement

Leaders acknowledge that the curriculum does not meet the needs of all children, but they fail to address this. This has a negative impact on all children, but most significantly on those who face barriers to their learning and development. Staff pay little attention to children who have special educational needs and/or disabilities (SEND). They do not tailor learning experiences or provide appropriate activities to help children with SEND to make progress.

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Curriculum and teaching Urgent improvement

Staff do not know enough about children's individual learning goals to adapt their teaching appropriately. Weaknesses in the key-person approach mean that for some children, there is not a clear understanding of what they need to learn now and next. Staff do not always target activities at the correct developmental level for the children participating, even though staff's basic assessment of what children know and can do is accurate. For example, young children are encouraged to use a pen to trace lines before they are developmentally ready to be introduced to this learning. This limits children's chances of making secure and sequenced progress.

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Curriculum and teaching Urgent improvement

Some children learn and socialise through their independent play and exploration. Staff provide resources outdoors that children use to practise their balance and coordination. For instance, children step from one log stump to another. Staff go some way to supporting younger children's communication and language development through singing songs, though this is inconsistent. However, overall, staff do not implement the curriculum to an acceptable standard, and elements are not sufficiently planned for, such as the teaching of mathematics.

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Inclusion Urgent improvement

Leaders and staff know the children who need extra support. However, leaders do not check that these children make adequate progress in their learning and development or that their needs are met. Those who hold responsibility for children with special educational needs and/or disabilities (SEND) do not fulfil their roles effectively. Leaders and staff fail to use the knowledge they have gained through training. This means they do not secure better outcomes for children, including those who are known or previously known to social care. Leaders take advice and guidance from external support agencies but do not make sure that staff implement their suggestions, such as how to support some children's communication and language development effectively.

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Inclusion Urgent improvement

Leaders lack sufficient oversight. They do not monitor the quality of provision on offer to children with SEND. As a result, staff are not supported to plan and implement an appropriate and tailored curriculum. Staff do not make adaptations to enable children with SEND to actively and purposefully interact with their peers and engage with the routines of the day. Children with SEND receive very minimal interaction from staff that benefits their learning and development.

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Inclusion Urgent improvement

Leaders use additional funding appropriately to help transport children to the setting who may not otherwise be able to attend.

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Leadership and governance Urgent improvement

Leaders have met the actions that were raised when Ofsted last visited the setting, but further breaches to the statutory requirements have been found during this inspection. A reoccurring weakness, partly attributed to high staff turnover, is a failure in how leaders organise the key-person arrangements. This has a negative impact on children's care and learning. This finding shows that leaders do not have the capacity or ability to make or sustain improvements. Leaders recognise this weakness.

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Leadership and governance Urgent improvement

Those who hold a specific responsibility for supporting children with special educational needs and/or disabilities (SEND) lack sufficient oversight. This means that failings in the care and education provided for children with SEND are not identified and addressed. This puts children with SEND at a further disadvantage. Leaders are working with some relevant support agencies, such as speech and language services, but staff do not consistently implement their suggested strategies when caring for children with SEND. Leaders acknowledge that their poorly implemented curriculum is impacting on children's engagement and their behaviour, and, furthermore, that some practices do not promote children's welfare and wellbeing.

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Leadership and governance Urgent improvement

The current staff team report that they feel supported by leaders. Staff complete training to help them keep children safe, such as paediatric first aid and safeguarding courses.

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Compulsory Childcare Register requirements

This setting has not 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 not 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

The experiences that children receive at this setting are poor. This is most notable for disadvantaged children, including those who are known to social care, the youngest children attending and those with special educational needs and/or disabilities.

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

Children do not benefit from sustained improvements to the quality of the setting. For example, even though children are now assigned a named key person who is responsible for meeting their care and learning needs, there is no positive impact from this. Leaders' arrangements for children's care and learning are not effective. For instance, when children arrive upset, leaders place them in the care of staff who do not know their names. This means that some children do not receive the quality emotional support that they need to settle, and their arrival into the setting is a turbulent experience for them.

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

Leaders have failed to ensure that staff accurately assess children's learning. This results in staff providing next steps for children that are not always age appropriate. Staff fail to support children's progress from their starting points effectively. The quality of teaching is poor. Leaders do not plan an appropriate curriculum or support staff to provide learning activities that sustain children's interests. Children fail to thrive when surrounded by the setting's disorganised environment. Their behaviour starts to deteriorate, and those who need extra support in their learning and development wander with no purpose. At times, staff focus their time on managing children's behaviour and conflict rather than providing quality learning and development experiences.

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

Children's health and hygiene is not consistently promoted by staff. Children share resources where there is a risk of cross-infection, as they use their mouths to blow through a plastic bottle to create bubbles. Staff do not notice when children have runny noses, and they are left for long periods of time without having this personal care need addressed.

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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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Action Completion Date

ensure that there are effective arrangements in place to support children who have special educational needs and/or disabilities so that they can progress in all areas of their development 11/05/2026

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Action Completion Date

ensure that staff give children appropriate and effective support to help them develop positive behaviours 11/05/2026

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Action Completion Date

ensure that there are effective key-person arrangements in place so that children's individual care, learning and emotional needs are met at all times 11/05/2026

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Action Completion Date

ensure that risks to children's good health and hygiene are mitigated 11/05/2026

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Action Completion Date

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:

The Old Brocklesby School Brocklesby Road, Great Limber Grimsby DN37 8JS

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: MacFarlane, Sally Louise

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Action Completion Date

plan a curriculum that supports children's progress in all areas of learning and development and is tailored to their individual needs, interests and abilities 11/05/2026

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Action Completion Date

ensure that staff delivering the curriculum have the appropriate knowledge, skills and a clear understanding of how children learn 11/05/2026

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About this inspection

The inspector spoke with leaders, practitioners and the special educational needs coordinator 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. Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 17:30

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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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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