Wee One’s Day Nursery And Pre-School

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is inadequate

Breaches to the safeguarding and welfare requirements have an impact on children's health, safety and learning. For instance, not all staff have a good understanding of safeguarding matters, including the indicators of some types of abuse.

The manager and staff do not use risk assessment and robust hygiene practices to ensure children's health and safety. Staff are not deployed effectively to meet the safety needs of children, including during sleep times and mealtimes.Children with special educational needs and/or disabilities (SEND) do not receive the support or learning opportunities they need to make steady progress.<...br/>
This is because the manager does not use additional funding to support the specific needs of children effectively. For example, children who are entitled to targeted support from staff, receive limited interaction and spend much of their time wandering around the setting. This means that not all children have access to their full entitlement, which impacts significantly on the progress they are able to make.

Staff do not respond to children's behaviour effectively or consistently. This means that children do not gain a good understanding of right and wrong and, consequently, do not behave well. For example, children climb on furniture and push each other.

This means that staff spend most of their time responding to behaviour incidents, rather than engaging children in learning.

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

Leadership and management is not effective. The manager does not ensure that staff have the knowledge and skills they need to meet the needs of children.

For example, staff are not confident in knowing how to support children's challenging behaviour or specific needs. As a result, staff experience stress and are overwhelmed. Furthermore, not all staff who have a lead responsibility for safeguarding, have a secure understanding of the signs that would require immediate action.

This includes the signs of physical abuse, such as bruising to a non-mobile baby. Therefore, children's welfare cannot be assured.Children do not have access to a curriculum that is well sequenced, ambitious, or engaging.

Staff do not ensure that the environment is set up in a way that builds children's interest. For example, some play areas lack resources, which leads to arguments and a deterioration in children's behaviour. Staff working with children are not always clear on what children need to learn next.

This means that activities do not meet the learning needs of all children. This limits children's progress.Staff do not provide an environment that supports children's health, safety and welfare.

They do not take appropriate action to minimise potential risks within the environment. For instance, babies have access to protruding staples on low- level walls in their play space. Although staff identify this as a potential hazard, they fail to take swift action to remove these.

This places children at risk of injury. Furthermore, nappy changing mats are not sanitised after each use. This presents a risk of cross-contamination that could impact children's health.

Staff are not deployed effectively to meet the supervision needs of children. For example, during mealtimes, staff are often left alone with up to 11 children who are eating. This includes babies and those with allergies.

In addition, children are not appropriately supervised during sleep times. This is because sleeping children are not within sight or hearing. Although staff check sleeping children regularly, this is not enough to ensure children's safety at all times.

Children have opportunities to develop their physical skills, which help to prepare them for future writing. For instance, children burn off energy and develop their balance, coordination, and core strength as they climb structures and walk along beams in the garden. Children develop their fine motor skills as they manipulate play dough with their hands and tools.

Partnerships with parents are not fully effective. Although parents receive regular information about their children's daily care, they are not well informed about the progress that their children are making. This does not enable parents to extend children's learning at home.

However, staff do work effectively with other settings that children also attend. They share information on children's development and targets. This helps to promote consistency for children.

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 provide children with clear expectations of their behaviour and ensure that strategies are consistent and effective 30/04/2024 provide staff with training and professional development opportunities that enable them to fulfil their roles and offer children good-quality learning experiences that reflect the needs of children 30/04/2024 ensure that those who have a lead role in safeguarding, have an up-to-date knowledge and understanding of the indicators of abuse and the action they should take in line with local safeguarding partnership's policies and procedures 30/04/2024 review and improve the arrangements to support children with special educational needs and/or disabilities 30/04/2024 ensure that hygiene arrangements are robust and protect children from cross-contamination, including handwashing procedures and the sanitation of equipment after nappy changes 30/04/2024 ensure that children's safety through effective risk assessment, making sure potential hazards are removed without delay to minimise the risk of injury 30/04/2024 ensure that staff are deployed effectively to meet the supervision and safety needs of children, making sure that they are within sight and/or hearing at all times, including during sleep times and mealtimes 30/04/2024 provide children with a curriculum that is ambitious, engaging and precise, and supports all children to make good progress from their starting points 01/06/2024 ensure that parents receive regular updates on their children's progress.

01/05/2024