Nannie Annies Day Care

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is inadequate

Staff and leaders do not have a robust understanding of their statutory duties. They do not recognise when they need to follow procedures and provide information to ensure children's safety, specifically regarding allegations against adults. Children's safety cannot be assured.

Overall, children make good progress with their learning and development at this setting. The leadership team has put in place an education programme that supports children's learning. All staff, including those with less experience, receive training to implement it.

Children are learning to build on what they already know and can do. The ...special educational needs coordinator works effectively in partnership with parents and other agencies to ensure that all children with special educational needs and/or disabilities receive support. This supports the quality of education that children receive.

Staff help children who are new to the setting to become familiar with the routines. Staff ensure that children have fun in their learning environment, and children keenly join in with experiences. Staff have high expectations for children's behaviour.

For instance, staff praise children when they share and take turns. Children delight in listening to each other and sharing their ideas for play. Children behave well.

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

Leaders at the setting have statutory policies and procedures in place. However, they do not follow them when there are concerns about staff suitability. For instance, leaders do not refer concerns about adults working with children to the local authority designated officer, as required.

Furthermore, the provider has not notified Ofsted of allegations against staff, which is a requirement. This compromises the safety of children.The leadership team monitors practice at the setting and provides suitable professional development opportunities.

They complete monthly supervisions, observations of staff, and peer-on-peer assessments. Overall, they have been successful at recognising and addressing some weaknesses and supporting staff's teaching practice. They strive to keep improving the education that children receive.

Staff provide a calm space for babies and young children to sleep. Staff settle young children gently, who wake up naturally from their naps. The chef and staff understand all children's dietary requirements and allergies.

However, staff do not give consistent messages to children so that they know how germs spread. For instance, children do not know the importance of why they should cover their mouths when they cough.Generally, staff effectively encourage babies and young children to develop their independence skills.

Older children use the toilets, then wash and dry their hands. However, at times, staff do not enable older children to further develop their independence skills during some day-to-day routines, such as mealtimes and other self-care tasks. For instance, staff serve children their meals, pour their drinks, and wipe their noses for them.

Children do not always have consistent opportunities to build on their existing independence skills.Staff help children to strengthen their bodies through physical activities, such as yoga. They also help children to understand how their bodies feel, particularly after exercise.

Children are learning to notice changes in their bodies and develop their physical skills.Staff encourage children to develop a love of reading. Children sit in small groups with staff and listen with interest to stories.

Staff skilfully involve children in stories. For instance, babies enjoy lifting the flaps in simple picture books and staff speak to them about it. This promotes their developing communication, language and understanding skills.

Staff help children to learn about their local community. All children have opportunities to visit places of interest that suit their age and stage of development. For instance, some children visit local outdoor spaces and others visit local supermarkets.

Staff support the older children to take part in recycling opportunities. This helps children to learn about their world in context.Parents compliment the provider and staff.

Parents feel that staff support them with information about their children's progress and how to support their children's development further at home. This benefits children's next steps in education.

Safeguarding

The arrangements for safeguarding are not effective.

The provider and staff do not share information about allegations appropriately with Ofsted. All staff, including the leadership team, know the procedures to follow to report any child protection concerns in line with their local safeguarding partnership. They know what to do in the event of an allegation being made against an adult.

However, they do not recognise situations where they need to apply these procedures in practice. Leaders have staff induction procedures in place. Staff ensure that the premises are safe and suitable for children.

For instance, they check the indoor and outdoor spaces before children arrive.

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 all staff have a sufficient knowledge and understanding of how to report concerns or allegations relating to other staff members to the local authority designated officer 13/11/2023 improve knowledge and understanding of notifiable events to Ofsted.13/11/2023 To further improve the quality of the early years provision, the provider should: continue to develop staff's teaching about how germs are spread to deepen children's understanding of how to keep themselves and others healthy build on existing opportunities for children to be independent during daily routines.

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