Bacton Under Fives

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement The management committee does not ensure that staff practice is consistent, which means children have variable learning experiences.

At times, staff do not manage activities and daily routines well. For example, during registration and snack time, staff expect pre-school children to sit for extended periods of time. Children do not receive the highest quality education.

They are familiar with these daily routines, but some lose focus and become restless, which limits all children's learning experiences.There are times when practice is more positive. Staff warmly greet children at the entrance, where they leave their paren...ts and carers.

Children settle well into their rooms and show that they have formed secure bonds with staff. Babies receive cuddles and reassurance when they are unsettled. Staff join in with children as they play at their chosen activity.

They are attentive and ask children questions. Children talk about the tracks they have made in the sand with toy vehicles. Outside, when they notice water dripping from the roof, staff explain that the ice is melting.

Children behave well and staff mostly support them to understand rules and expectations. Pre-school children confidently talk about 'kind hands, tidy play, walking feet' and 'running outside'.

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

Not enough progress has been made to ensure that all staff provide children with good-quality learning experiences.

Staff in the baby room do not fully consider the impact of the organisation of activities on children's individual needs. For example, on the day of the inspection, during snack time, staff placed babies and toddlers in highchairs without a tray or table and their drink cups on the floor under the highchairs. Therefore, these children were unable to reach their own cup, and at times lent forward to look for it, impacting on their ability to develop their self-care skills.

Since the last inspection, with the support from the local authority, the committee and staff have worked hard to improve many aspects of the provision. For example, several staff, and the chairperson, have taken on lead roles and attended specific training to increase their child protection knowledge and understanding. Links with the local school are building and useful information about children is now shared between both settings.

Staff have a sound knowledge of their key children. They understand what children enjoy and respond to their interests, generally providing suitable toys and resources to extend children's play. However, staff do not tailor their planning and teaching of activities to enable children to achieve as much new learning as they can from the experiences on offer.

Children generally receive praise for their achievements. However, there are times when some staff speak to children in a negative way, not recognising how this may impact on children's confidence and self-esteem.Staff build friendly relationships with parents.

They provide opportunities to share information through daily discussions, the online system and parents' evenings. Parents comment positively on the communication they have with staff. They say that their children are happy and enjoy attending.

Older children are supported to become more competent in their self-care. Staff encourage two-year-old children to have a go at small tasks, such as placing their coat on a peg as they return indoors. Pre-school children indicate to staff which foods they would like at lunchtime and carefully carry their plate back to the table.

The committee members have a clear vision and plans in place to continue to develop the setting. They now undertake regular visits to help monitor the provision. Staff supervision meetings have been reintroduced and staff say that they can now discuss their well-being and work with committee members.

However, staff's teaching practice is not monitored well enough to identify where improvement is needed.Children enjoy daily opportunities to be physically active outdoors. They move large wooden blocks, run around and climb on the wooden pirate ship.

Younger children eagerly fill and empty containers with sand or soil and bang metal spoons on hanging pots. Staff closely supervise children to ensure that they remain safe.

Safeguarding

The arrangements for safeguarding are effective.

All staff are well trained in safeguarding and understand their responsibility to keep children safe. They know the possible indicators for child abuse and neglect and the procedures to follow should they have any concerns about a child's welfare. Staff understand their responsibility to report any concerns about staff conduct to the relevant agencies.

Posters are displayed around the setting to indicate the named designated safeguarding leads and to remind staff and parents of the relevant local safeguarding partnership contact details.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage, the provider must: Due date improve staff skills and teaching to ensure that children receive consistently good-quality learning experiences 29/01/2024 ensure that the environment is organised in a way that meets the needs of all children, specifically in relation to children under two 08/01/2024 review and develop the arrangements for group activities to ensure all children remain focused and fully engaged in their learning.08/01/2024 To further improve the quality of the early years provision, the provider should: support staff to make the most effective use of all learning opportunities so that children can make the best progress possible.