3rd Offerton

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision does not meet requirements The setting is going through a period of significant change. The long-standing manager has recently left the setting. The new manager has not had enough time to gain an oversight of the inconsistencies in staff knowledge and practice.

Staff do not receive regular supervision and support from leaders. As a result, they are not aware of their areas for improvement and have gaps in their knowledge. Young children are not assigned a key person to help them settle and become familiar with the routines and the setting.

Although staff have positive relationships with parents, they do not discuss and share children's achie...vements and individual needs effectively with them. This does not support children's emotional well-being.Staff promote positive behaviour, offering praise to children who help their peers.

They talk to the children about any unwanted behaviour in an age-appropriate way and encourage them to reflect on their actions. Children are comfortable in their routine. They know when they arrive at the setting to put their belongings away and wash their hands ready for their snack.

Children are supported by a member of staff as they confidently discuss the upcoming Children in Need event. They decorate their own Pudsey Bears using a range of materials, such as glue and collage pieces. Activities such as these help to develop children's small-muscle skills.

What does the early years setting do well and what does it need to do better?

Leaders do not offer enough support to staff at the setting. Staff do not have regular opportunities to develop their skills and knowledge. The lack of mentoring and coaching means staff are not able to evaluate their own practice.

Children enjoy their time at the setting. They tell the inspector they 'like to play football'. Through their daily interactions, staff have built relationships with the children.

However, leaders have failed to implement a key-person system for children in the early years age range. This means that the individual needs of each child are not supported effectively.Children are provided with a healthy snack when they arrive at the setting from school.

They sit and talk to each other about how cucumber produces water and their favourite fruits from the selection on the table. Children wash their hands before eating their snack. However, staff are quick to intervene to carry out tasks for children that they are capable of doing for themselves.

As a result, children's independence skills are not supported.Parents are complimentary of the setting and the staff. They say they feel happy knowing their children are cared for while they attend work.

Parents comment how their children enjoy the setting and always ask to go. Staff share important messages with parents, such as about accidents at school. However, they do not share enough information regarding younger children's experiences during their time at the setting.

This does not support effective partnership with parents.Staff training is limited. Leaders have ensured that some staff have attended mandatory training, including safeguarding and first aid.

However, leaders do not check that staff's knowledge is clear and remains up to date. Staff's understanding and knowledge of how to ensure children are kept safe are not secure.Staff organise the environment well to ensure that all children have access to resources and activities that interest them.

Some children benefit from the relaxed area where they can read books. Other children show excitement as they use small-world figures to aid their play and imagination with peers.Leaders and staff carry out daily checks to ensure the premises are safe and suitable.

Staff supervise children well. They deploy themselves effectively throughout the setting, positioning themselves to ensure they can always oversee children.New staff to the setting receive an induction that covers health and safety information and a general overview of the setting.

However, staff do not receive safeguarding and child protection training as part of the induction process. This compromises their ability to keep children safe.

Safeguarding

The arrangements for safeguarding are not effective.

The weak leadership and management of the setting has resulted in poor safeguarding and child protection knowledge. Staff do not know to whom, or how, to report concerns. Leaders have not ensured that staff understand the roles and responsibilities of other professionals.

As a result, staff are also unaware of how to manage any potential allegations against other staff. Additionally, they do not have sufficient knowledge to recognise any children who may be at risk of radicalisation. Staff ensure that the premises are secure, and they keep the main door locked.

Parents ring the bell to gain entry to the setting. This ensures that no unauthorised person can gain access.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage and Childcare Register the provider must: Due date ensure that every child within the early years age range is assigned a key person to help them settle in and to build relationships with parents, ensuring that information is shared effectively 08/12/2023 implement supervisions to provide support, training and coaching for every member of staff 08/12/2023 ensure that staff understand how to implement the setting's safeguarding policies with regard to managing allegations and understand the roles of other professionals, such as the local authority designated officer 08/12/2023 provide staff with training on the 'Prevent' duty to improve their understanding of radicalisation and the reporting procedures 08/12/2023 ensure that new staff receive safeguarding and child protection training as part of their induction process.

08/12/2023

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