Trenance Childcare

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is inadequate

There are weaknesses in the management of safeguarding matters and staff conduct that compromise children's safety. The leaders do not follow the setting's safeguarding policies and procedures to address concerns about some staff's management of children's behaviour. When they do take action, it is not effective at improving staff's practice.

Because of this, at times, some staff do not manage children's behaviour appropriately or role model suitable social skills.Overall, leaders and staff plan and provide a broad, ambitious and stimulating curriculum for children. Children develop a positive attitude to learning.
...r/>Babies happily explore the marks they make with chalks. Two-year-old children look at books independently and pre-school children are keen to take part in group activities. Staff are particularly skilled at developing children's speech and language.

They model simple language and mimic babies when they babble, and read stories and sing regularly with two-year-old children. Staff make good use of questions to encourage the pre-school children to share their thoughts and ideas and they teach children new words. However, due to the inconsistent management of children's behaviour by some staff, the setting is not doing enough to support children's personal, social and emotional development.

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

Leaders are aware that there are times when some staff use physical interventions inappropriately or use other unsuitable strategies in order to manage children's behaviour. For example, some staff pull children by their arms, pick them up by the back of their clothing and raise their voice. Staff do not document these occasions and share all incidents with parents, as required.

These approaches do not help children to learn how to behave and manage their feelings. Staff do not deliver their planned curriculum for children's personal, social and emotional development consistently.Leaders, who also have the lead roles for safeguarding, do not understand their duty to record and report allegations made against staff to other agencies.

When staff share their concerns with leaders, the leaders do not demonstrate an open safeguarding culture by taking steps to follow these up. At times, leaders do not communicate with each other when safeguarding concerns about staff are raised, and they do not take swift and effective action to address concerns. They have not acted in line with the procedures of their local safeguarding partnership (LSP).

This places children at risk of harm.The manager does not receive sufficient support and coaching from senior leaders. Due to weaknesses in the manager's and senior leaders' oversight, there have been breaches of requirements that impact children's health and safety.

When incidents occur, the manager does not take sufficient action to prevent them from being repeated. Consequently, there have been several occasions when staff have not adhered to children's dietary needs at mealtimes, which does not help to keep children safe and promote their welfare.The monitoring of staff's practice and the support and coaching for their professional development is not effective in ensuring they have the necessary skills and knowledge.

Some staff do not manage children's behaviour appropriately. When leaders do take some action to manage staff's performance, this does not have the desired effect in improving their practice. For example, leaders simply remind staff of more appropriate strategies to manage children's behaviours but they do not ensure staff actually embed this in practice.

Staff assess what children know and can do accurately. They use this information, along with the children's interests, to plan enjoyable activities and learning opportunities that engage children. Despite children making some progress in preparation for the next stage in their learning, they are not gaining the skills in their personal, social and emotional development.

Babies develop an interest in each other and start to learn to play alongside and with each other. For instance, they initiate a game of peek-a-boo with friends through a window, giggling happily, which attracts more babies to come and join in.Children are curious and enjoy playing imaginatively.

For example, two-year-old children pretend to be firefighters and rush around excitedly to put out fires. They investigate how high they can throw beanbags in the garden and cheer excitedly when they manage to throw the beanbags high enough to get them caught in the trees.Staff support children to be independent in their self-care.

Pre-school children put on their coat without help and two-year-old children proudly call out 'I did it!' while managing to use a fork to feed themselves.Parents speak positively about the setting, with particular regard to their children's communication and language development. Staff share information with them about their children's learning to keep them informed.

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?

To meet the requirements of the early years foundation stage and Childcare Register the provider must: Due date ensure those with a lead role in safeguarding fulfil their role and responsibilities by sharing information with each other as necessary and recording and acting on concerns, including liaising with external agencies 08/03/2024 improve the monitoring, support and coaching for staff to ensure they use appropriate strategies to manage children's behaviour consistently and effectively 22/03/2024 ensure those with governance and oversight of the setting provide effective support for the manager to ensure they carry out their role, to safeguard children and promote their health and well-being 22/03/2024 document and share all incidents of physical intervention with parents, as required.

01/03/2024

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