Christchurch Kindergarten @ Ascension

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is inadequate

There has been a significant decline in the quality of provision since the last inspection. Leaders do not fully ensure staff's suitability to work with children and keep them safe.

Staff plan an interesting, child friendly environment, with many worthwhile play experiences. However, they do not carefully think about what children already know and can do. Staff do not understand how to sequence children's learning, to help them practise and rehearse necessary skills.

Staff are poorly deployed. They do not prioritise the support they provide for children, including those with special educational needs and/or disab...ilities (SEND) and children who speak English as an additional language (EAL). Staff do not make use of the visual cues they have or get down to children's eye level to interact with them.

As a result, children do not develop their attention and listening skills to help them make progress on their learning journey.Staff do not use effective strategies to support children who struggle to regulate their behaviour, often lifting them from behind without any explanation. During snack time, some children are not well supported in how to take turns because staff do not use adequate interaction or communication to help them understand.

Children do not sustain interest or concentration in their chosen play, becoming disengaged. Consequently, children do not develop positive attitudes to their learning.

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

The provider does not keep all the required records about the vetting processes used to ensure the suitability of staff, including employment history or gaps in their employment.

As a result, leaders are not able to demonstrate staff's suitability to work with children.The provider's processes to check the quality of provision are not embedded or effective. The provider does not identity gaps in leaders' and staff's knowledge and practice about the early years curriculum.

Consequently, staff present incorrect information to children that is not targeted sufficiently to meet their individual needs or planned effectively for their stage of development. As a result, children do not gain the full benefit of the curriculum.Leaders do not ensure that staff are deployed to support children adequately in what they want them to learn.

For example, 'bucket time' is used to help children to develop their attention and listening skills. However, the planning of this session fails to take into consideration the noisy environment, group size and the individual needs of children. This, together with staff who are not knowledgeable about how to deliver this session effectively, results in children not listening or holding their attention.

Not all parents know who their child's key person is, despite information being displayed. Staff are not deployed adequately in their role as key person. For example, staff often prioritise a rota-based approach over building bonds and relationships with children during important personal routines, such as nappy changing.

Furthermore, key persons do not provide emotional support to children who are unsettled, passing them from adult to adult. This does not promote children's emotional well-being or confidence.The quality of teaching is weak.

Staff do not adapt their approach to support the many differing and complex needs of the children who attend. There are instances when staff do not teach children adequately. For example, staff tell children to peel an orange when in fact it is a satsuma.

On other occasions, staff simply do not interact with some children to engage them. This has a significant impact on children's progress, including children who speak EAL and children with SEND.Leaders form links with external agencies and have children's individual education plans in place.

However, staff are not aware and do not know how to implement the support detailed in the plans to contribute to the children's learning journey.Staff plan some activities, indoors and outdoors, that children enjoy, such as playing in the fresh air. Children energetically join in with familiar action rhymes.

They clap their hands, stretch their bodies, and stomp like an elephant, developing their large-muscle skills. This contributes to children's healthy lifestyles.Children practise appropriate handwashing routines after using the toilet and before sitting down to eat.

This helps children to form healthy hygiene habits, which contributes to both their own and others' well-being.Parents report that they are happy with the setting and that their children are happy to attend.

Safeguarding

The arrangements for safeguarding are not effective.

Vetting processes are not robust enough to check staff's suitability to work with children. Leaders are not familiar with staff's employment history or gaps, as they are unaware of the application process that has been completed. This compromises children's welfare and safety.

Staff conduct appropriate risk assessments. Consequently, children access an environment in which they can safely play and explore. Staff understand their roles and responsibilities in managing welfare concerns about children and staff should concerns arise.

Leaders ensure they maintain links with external agencies so that children remain safe. Staff supervise children adequately to keep them safe.

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 make sure vetting processes for safe recruitment are fully completed to ensure staff's suitability to work with children 15/12/2023 improve strategies to support the coaching, guidance and monitoring of staff to help them improve their knowledge and practice, including knowing how to sequence children's learning and manage children's behaviour appropriately 15/12/2023 improve staff deployment so that children receive support and benefit from quality interactions to meet their individual learning needs 15/12/2023 ensure that an effective key-person system is implemented to help children build secure relationships and form links with parents 15/12/2023 make sure that curriculum planning and implementation are effective and ambitious so that children gain the knowledge and skills to become successful learners 15/12/2023 improve the programme for communication and language, to support all children, including those with SEND and those who speak EAL.

15/12/2023

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