Bright Beginnings Montessori Pre School

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is inadequate

Staff do not have sufficient knowledge and understanding of the signs and symptoms that indicate a child may be at risk of harm. When they become aware of unusual injuries to children, they do not follow the setting's child protection policies and procedures. Staff and leaders do not take the appropriate action when allegations are made about people, working with children, displaying potentially unsuitable behaviour.

Therefore, staff do not assure children's safety and welfare.Staff do not make their expectations about behaviour clear to children and they fail to manage poor behaviour. Staff do not support children to com...municate and share resources with others.

Therefore, children show their unhappiness and frustration through unwanted behaviours, such as pushing and hitting. Staff do not supervise children well enough. They do not notice situations where children are at risk of being injured or are distressed and, therefore, are unable to intervene.

Children receive a poor quality of care and education, as staff lack the necessary knowledge and skills to help them progress in their learning. Staff do not know some of the children's current abilities, interests, and what other languages they speak. Therefore, although staff are caring and warm towards children, their interactions do not have an impact on children's development and any learning becomes incidental.

Furthermore, the volume of noise in the environment hinders children's opportunity to learn. Staff must raise their voices to speak to young babies, which does not help them to settle or support their communication and language skills.

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

The premises are not organised well enough to meet children's needs.

Insufficient consideration has been given to the impact of having all children, including those aged under two years old, in one room and with no access to the outdoor area. Staff are unable to explain how they decide which children are placed in a smaller area in the room separated by a plastic fence. Some babies spent long periods of time clinging to this fence, distressed and upset.

Although leaders ensure each child has a key person, they organise staff in a way that changes which children they are working with frequently. Therefore, some children are unable to build secure relationships with key staff. This negatively impacts on what staff know about children and their ability to meet children's care and development needs.

Most staff do not demonstrate an understanding of the setting's chosen curriculum. They provide resources for children to explore such as sand, but do not have clear intentions for what knowledge or skills they want children to learn. Staff also fail to consider the space children can use when playing with the sand.

Therefore, although children want to engage, staff tell them to 'go play' elsewhere multiple times, which upsets the children. Consequently, they wander the environment unoccupied.Some staff spend time singing with children and reading stories to them.

However, the volume of noise in the setting and staff's lack of knowledge about these children means their interactions have minimal impact on children's individual development.Staff do not support children to behave well or understand boundaries. For example, when children run around the environment, tripping on resources, some staff tell them not to run while others condone this behaviour.

Staff give children minimum support to be independent or learn self-care routines. They do not supervise children well enough to notice when they have a runny nose or dirty face. Despite this, children show they are keen to do things for themselves as they spread jam on their own bread at snack time.

Leaders do not identify poor teaching and have not assessed the impact this has on children's experiences. They do not know what targeted coaching and training individual staff need to improve the quality of care and education they provide. Leaders do not ensure swift action is taken to safeguard children.

They do not demonstrate they can fulfil their responsibility and refer concerns about children, and staff to the relevant professionals.Overall, parents are happy with the communication they receive from staff. They acknowledge that the information staff provide about children's learning is not as good as it could be.

Parents are complimentary about the staff and leaders.

Safeguarding

The arrangements for safeguarding are not effective.There is not an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

The provision is inadequate and Ofsted intends to take enforcement action.

We will issue a Welfare Requirements Notice requiring the provider to: Due date ensure that children's key persons are able to identify and meet each child's individual needs and offer them a settled relationship 03/04/2024 ensure children's behaviour is managed appropriately and they are supported to understand what is expected of them 03/04/2024 ensure the premises is organised in a way that meets the needs of the children 03/04/2024 ensure leaders identify and provide effective training for all practitioners which improves poor practice and supports them to provide quality learning and development experiences 03/04/2024 ensure that staff are alert to any issues of concern in a child's life at home or elsewhere and take any appropriate action in a timely manner 20/03/2024 take appropriate and swift action in relation to allegations disclosed that may affect the suitability of a member of staff.14/03/2024 To meet the requirements of the early years foundation stage, the provider must: Due date ensure staff implement a curriculum that supports all children to make good progress in their learning and development.

03/04/2024