Little Beans Day Care (Garland) Limited

Little Beans Day Care (Garland) Limited

Unique reference number (URN): EY492436 Address: Little Beans Garland, 59 Garland Road, Poole, BH15 2LD Type: Childcare on non-domestic premises Registered with Ofsted: 28/07/2015 Registers: EYR, CCR, VCR Registered person: Little Beans Day Care (Garland) Limited

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Safeguarding standards not met

Leaders have not ensured that there is an open and positive culture around safeguarding. This puts children at significant risk of harm. Leaders do not have the necessary training and skills to safeguard children effectively. They fail to take the necessary safeguarding action, when concerns about children's safety have arisen. Furthermore, leaders are unclear what constitutes a safeguarding concern. This exposes children to significant risk of harm continuing, such as neglect or abuse.

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Safeguarding standards not met

Leaders fail to understand or follow the required safeguarding policies and local safeguarding partners procedures, when allegations against staff have been made. As a result, children are exposed to a risk of harm.

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Safeguarding standards not met

Safeguarding record-keeping is ineffective. Leaders keep unclear and ineffective records. This hinders leaders from being able to provide important safeguarding information, when needed, or to spot when there may be patterns of harm occurring for children. This causes delays in action from safeguarding partners, which increases the direct risk of harm to children. Crucial information is not available for leaders and key staff. Leaders or staff are unable to provide details about children's safeguarding histories, even when children are already known to children's services. Leaders do not ensure crucial information is understood to keep children safe. This increases the risk of signs of abuse being missed for vulnerable children.

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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, including those with special educational needs and/or disabilities, are not achieving well enough from their starting points. They do not receive the tailored support they need and their progress is impacted negatively. Children's communication and language do not develop effectively. For instance, babies and children spend periods of time with little or no engagement with staff or peers so their emerging language skills do not grow. This is because leaders have low expectations for what children can achieve.

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Achievement Urgent improvement

Children are not suitably prepared for their next stages of learning and development, including for school. Key needs are identified but not acted upon. This leads to children failing to develop the basic speech skills they need to interact. Children are not suitably prepared to transition into the setting, with ineffective settling-in processes. They are unable to develop critical bonds with familiar staff, so they become upset as they feel unsettled and unsafe.

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Behaviour, attitudes and establishing routines Urgent improvement

Leaders have failed to establish a positive environment in which staff and children share common expectations for behaviour. Children argue and begin to cry when they struggle to share something. Staff fail to notice and when leaders direct them to support, they remove the object from the children, which fails to address the issue or to teach children how to manage disputes. Weaknesses in the quality of interactions between staff and children mean children lack engagement. For example, children are left to wander without focus, rather than being supported to join a group story. This means that children do not learn to follow expectations.

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Behaviour, attitudes and establishing routines Urgent improvement

Leaders and staff do not have clear and consistent expectations for children's behaviour. They do not consider children's individual needs when supporting them, such as by adapting their practice when children are new and unsettled. For instance, leaders' attempts to manage children who struggle to regulate their emotions are inappropriate. Children become increasingly distressed and run away from staff, which could lead to potential risk of harm.

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Behaviour, attitudes and establishing routines Urgent improvement

Staff are unable to build effective relationships with all children. Children are not suitably supported to collaborate and get on with others. For example, children make loud noises to make their peers move away from them, which is not noticed by staff. As such, children do not learn how to manage interactions with peers. While leaders have processes in place to monitor attendance, there is insufficient leadership oversight or staffing consistency to ensure that this is effectively followed.

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Children's welfare and wellbeing Urgent improvement

Leaders have not established an effective key-person system. Children are not supported to build and maintain a secure bond with a key-person staff. Some children do not have a named key person and other key persons work in other rooms and are not able to spend time with their key children. Staff are not able to meet children during their settling sessions due to poor management of staffing arrangements. This means that children feel unsafe and unsettled.

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Children's welfare and wellbeing Urgent improvement

Too often, children become upset. Leaders have neglected to check that staff have sufficient knowledge of each individual child to be able to support them appropriately. Children's emotions are not suitably supported. For example, staff pat children on the shoulder while looking past them when waiting for them to stop crying. Without appropriate knowledge of individual children, staff are unable to suitably tailor care practices and there is a risk of emotional harm as a result.

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Children's welfare and wellbeing Urgent improvement

Children are used to having no staff near them. Their needs are often not noticed by staff, such as when they need help to share. Leaders have failed to identify the substantial impact that the lack of consistency is having upon children. Children with special educational needs and/or disabilities and those who are known to social care do not receive suitable support. They are often left alone and risk assessments for their safety are not followed. This exposes these children to an increased risk of harm. Children sleep on mats in the shared space, which is loud and not conducive to high-quality sleep.

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Curriculum and teaching Urgent improvement

Leaders have failed to develop and maintain an effective curriculum for children. Teaching is routinely poor. Where leaders have identified weaknesses, these fail to address the real issues, so the decisions that they make do not improve quality. For example, moving staff in order to address problems in one room, overlooked the unstable key-person system across the setting.

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Curriculum and teaching Urgent improvement

Leaders have established a curriculum that is based on individually adapted learning, but with staff routinely lacking deep knowledge of their key children, this is not delivered effectively. Children often spend long periods of time without staff's engagement. When children do receive teaching, this is too often from inexperienced and unsupported staff, who do not adapt their approach suitably. Leaders do not use assessment effectively to identify what children know and what they need to learn next. Staff focus on delivering activities, rather than on learning. Staff plan activities that too often lack meaning and are not tailored to children's interests. Children become bored and do not learn from experiences. Teaching and learning is not suitably adapted for children with special educational needs and/or disabilities. Children are left to wander. They are not supported to engage in learning and

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Curriculum and teaching Urgent improvement

Leaders do not make certain that staff prioritise children's communication and language effectively. Consequently, staff do not adapt their speech or engage babies and children in meaningful conversations. Children spend long periods of time without being spoken to. Children's personal, social and emotional development is not appropriately supported. Without being effectively known by staff, they are not supported to learn about their own emotions and to manage them effectively.

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Inclusion Urgent improvement

Leaders and staff do not assess and identify children's needs effectively. When needs are identified, suitable action is not taken in a timely manner. For example, children with special educational needs and/or disabilities (SEND) wait many months before they receive any tailored support. This has a substantial impact on children's development and creates further barriers to learning.

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Inclusion Urgent improvement

Children, including those who are vulnerable or who have SEND, are not well known by leaders and staff. Their needs are not understood and they are not effectively supported to learn and develop. Leaders do not have sufficient oversight and understanding of their provision for SEND. Leaders have failed to ensure there is a named person to lead on the provision for SEND for a substantial period of time. Leaders attempts to cover the role have been ineffective. This means that staff are not supported to tailor their practice and meet children's needs. Leaders have not made sure that staff receive suitable training in order to effectively support children. Staff do not receive critical information that would enable them to adapt their approach with children. Children with SEND and those who are disadvantaged do not receive the support that they need, even when specific individual plans have been provided. This is because leaders

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Inclusion Urgent improvement

have failed to ensure that staff fully understand and implement the advice from external experts. For example, an emotions book with visual aids is identified as helpful, but not available for specific children. Leaders fail to engage the support of wider professionals, where this is necessary, so children are prevented from receiving the support that they need. Funding is not used appropriately and is spent on resources for the day-to-day running of the setting, rather than in a meaningful way to make a difference for vulnerable children. Children are not suitably supported and not effectively included.

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Leadership and governance Urgent improvement

Leaders do not have effective oversight of the setting and have been unaware of significant failings in safeguarding practice and failures to meet statutory requirements. They do not act to keep children safe from harm. Some of the breaches identified link to the concerns that triggered this inspection. Leaders have failed to provide stable staffing and to ensure consistency for children. Key roles, such as that of the special educational needs coordinator, have been left unfilled. Staff report that they are frequently asked to take on roles for which they feel inadequately qualified and prepared. They do not receive suitable induction training for their leadership roles. Many staff are new and inexperienced and too much responsibility is placed upon inexperienced apprentices.

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Leadership and governance Urgent improvement

Leaders also demonstrate an inability to identify where practice is weak and to make effective changes where required. For example, they move staff to lead in different rooms without identifying the impact of them being placed away from their key children. They also do not have the skills and experience to support staff to improve. Staff report that they feel overwhelmed and unsupported. Their wellbeing is not prioritised and they do not feel listened to.

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Leadership and governance Urgent improvement

Leaders do not make decisions in the best interests of children, including for those with special educational needs and/or disabilities, or those who are known to children's social care. For example, they fail to spend additional funding on the children who receive it. Leaders do not maintain effective records, so information is disorganised and not accessible.

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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

Leaders have failed to keep sufficient oversight of safeguarding practices and procedures at the setting. They have neglected to check that staff have sufficient knowledge and understanding of the safeguarding procedures they need to follow in the event of an allegation against staff or a concern about the safety of children. Breaches to the statutory requirements, including for safeguarding, significantly impact on children's safety, wellbeing and learning. While some children arrive at the setting confidently, others do not. Too often, children do not receive sufficient support and care from staff to feel safe and secure. Leaders fail to identify when safeguarding incidents have occurred and fail to follow safeguarding procedures. This lack of action exposes children to significant risk of harm.

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

Leaders fail to meet the needs of children, including those who are disadvantaged and those who face barriers to their learning and development. They do not keep them safe or provide the consistency of care they need to thrive. There has been a great deal of instability of staffing due to poor management, resulting in disruptions to children's care and education. Leaders do not ensure that the key-person system is effective. This means that children are not able to build warm and trusting relationships with staff, which prevents them from experiencing a sense of belonging.

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

Leaders and staff do not have clear knowledge of children's special educational needs and/or disabilities and they do not adapt their provision appropriately. Children are not supported to learn to manage their behaviour and emotions and are not prepared for upcoming changes in their lives. This prevents some children, particularly those who are disadvantaged, from being included in learning.

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

Some children engage with resources independently. They apply their existing knowledge, so they make some progress. However, children are not routinely supported to participate in learning and spend periods of time on their own without staff guidance. The curriculum across the setting is weak and staff do not regularly engage children in meaningful interaction. Staff demonstrate very limited knowledge of children in their care and what they can do. This means children do not experience teaching that enables them to build upon what they already know and develop their skills.

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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 all leaders have a secure understanding of local safeguarding procedures, including when and how to refer concerns, so that appropriate and timely action is taken to protect children from harm 17/04/2026

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Action Completion Date

ensure all leaders have a secure understanding of what constitutes as an allegation against staff and consistently follow local safeguarding procedures 17/04/2026

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Action Completion Date

ensure that there are systems and processes in place to ensure that key safeguarding information is centrally stored and shared with leaders and staff who need to 17/04/2026

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Action Completion Date

know so that they can be alert to potential issues of concern in each child's life

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Action Completion Date

ensure that staff are supported to undertake training and professional development to ensure that they offer high quality learning and development experiences for children 01/05/2026

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Action Completion Date

ensure staff, including those in leadership roles, receive induction and ongoing training to understand and fulfil their roles and responsibilities 01/05/2026

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Action Completion Date

ensure that an effective key person system is in place which enables children to build secure relationships with their key person and enables staff to develop a deep understanding of their individual needs 01/05/2026

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Action Completion Date

ensure that leaders and staff support, understand and manage children's behaviour in an appropriate way 01/05/2026

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Action Completion Date

ensure that there are suitable arrangements in place to support children with special educational needs and/or disabilities 01/05/2026

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About this inspection

The inspector spoke with leaders, staff, parents and carers and children 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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About this inspection

We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this.

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About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection.

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Address:

Little Beans Garland 59 Garland Road Poole BH15 2LD

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Little Beans Day Care (Garland) Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30

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Address:

Local authority: Bournemouth, Christchurch & Poole

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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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