Giggles Pre-School

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is inadequate

The provider has failed to ensure that staff designated to take the lead for safeguarding understand about keeping children safe from harm. This compromises children's welfare.There are weaknesses in the quality of education.

Staff do not ensure that all children are given the attention and teaching they need to achieve their full potential, although they know the children well and are clear about what they want their key children to learn next. Staff are not deployed effectively to ensure that all children receive the support that they need. This means children do not benefit from rich learning opportunities that help th...em gain the skills they need to be ready for school.

Nevertheless, staff and parents comment that children enter the setting happy and settle quickly. They have formed secure bonds with staff, who explain the rules to children and praise them for their positive behaviour. Children are kind and considerate to each other.

For instance, during a gardening activity, children find themselves a watering can and return with one for their friends without needing to be asked.

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

The provider has not done enough to ensure that all requirements of the 'Statutory framework for the early years foundation stage' are met. This has a significant impact on children's well-being.

The provider aims to provide all children with the best possible start in life. However, staff do not interact purposefully enough with children to promote their focus on learning. As a result, children do not benefit from good-quality interactions that encourage them to think or share their ideas.

Staff ensure that children with special educational needs and/or disabilities (SEND) have suitable opportunities for one-to-one sessions tailored to their individual learning needs. However, this support is not in place when they return to the main room. Staff do not notice when children with SEND are not engaged in purposeful learning.

Occasionally, staff have unrealistic expectations of children's developmental stages. For example, staff tell all children they must sit on chairs with their belongings while they wait for their parents to collect them. As a result, some children become frustrated and upset because they do not understand why they have to do this.

Children enjoy selecting items from one area of the room to use in another or use resources for a different purpose than intended during their play. However, staff prevent children from doing this, which does not motivate children to learn or help to maintain their focus and attention.Staff have been working in partnership with the local authority since the previous inspection and have started to make some improvements.

For example, they have reviewed how they organise the session. Therefore, children benefit form more time to engage in free play.Staff provide suitable opportunities for the children to develop their physical skills outdoors.

Children enjoy mark making in the garden, using large chalks to decorate the path. They climb the steps of the slide and manoeuvre their bodies when they reach the top. Bicycles for different skill levels are available so that children can practise balancing before moving on to pedalling.

Staff work closely with parents before children start. For instance, parents complete 'All about me' information regarding their child. The provider offers home visits and parent workshops throughout the year.

Parents are complimentary about the staff and comment on how quickly their children settle. Staff share information with them about their children's development and next steps. They value the support and guidance that they receive to help their children at home.

Safeguarding

The arrangements for safeguarding are not effective.The provider does not fulfil their responsibilities in relation to safeguarding children. They have failed to ensure that they have a safeguarding policy that is in line with local safeguarding partner procedures.

Staff members designated to take the lead role for safeguarding do not know the procedures to follow to respond to allegations about adults working with the children. This compromises children's safety and welfare.

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 staff designated to take the lead for safeguarding have the knowledge, training and skills to be able to fulfil their role effectively and, in particular, know the procedure to follow in the event of an allegation about a staff member 13/11/2023 implement an effective safeguarding policy, in line and up to date with the local safeguarding partner procedures 13/11/2023 ensure that staff have realistic expectations when managing children's behaviour and take into account their individual needs and abilities 13/11/2023 support staff to develop their interaction and teaching skills to ensure that all children have appropriate support and challenge that helps them make at least good progress 13/11/2023 ensure that staff provide children with SEND with consistently good support that helps them make the best possible progress.

13/11/2023