Baytree Park Private Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is inadequate

Since the last inspection, the provider has faced many challenges in recruiting a stable staff team.

Several experienced leaders have left the setting, which has resulted in the existing leadership team taking on even more responsibilities. This has been overwhelming for some leaders and their workload has increased. Poor oversight and a lack of monitoring from the provider means that standards have declined.

Several breaches in legal requirements have been identified, which has a negative impact on outcomes for children. For example, risk assessments are ineffective. Loose electrical wires and unsafe storage of ...chairs and electrical fans pose a trip hazard for children and staff.

Additionally, staff do not identify when sand needs to be swept up in the playrooms. Consequently, too often, children slip on the sand. Areas of the premises require some repair work.

For instance, some carpets are ripped and parts of the flooring is coming away. Other areas of the premises, such as corridors, have no lighting as lights have stopped working. Some plaster is coming away from the walls and some play mats are frayed and stained.

This does not promote a safe and inviting play environment for children.Staff's understanding of safe sleeping guidelines for children are inconsistent. Some staff do not ensure that younger children lay flat while they are sleeping.

Sleep time routines are not calm and do not promote a relaxing experience for children. For example, when some older children cannot sleep, they get up and wander around and reach over sleeping children to play with toys. Staff allow this to happen and do not act swiftly enough to support children to have safe and uninterrupted sleep.

The procedures for administering medication to children are poor. For example, some children have been given medication without parental consent. Leaders were unaware of this until it was highlighted to them by the inspector.

This puts children's health and safety at risk. Children are not provided with an ambitious curriculum. Activities are mundane and they do not provide children with the quality education that they rightly deserve.

Children become bored and wander around without any clear intention to their learning. Staff fail to support children to manage their own feelings and emotions. Children are not given clear boundaries and expectations for their behaviour.

This means that some children do not always know what is expected of them. Children do not gain the necessary skills in readiness for their next steps in learning, including their eventual move on to school.

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

The provider has been too lax in their oversight of the setting.

Instability in the leadership team has resulted in some leaders feeling overwhelmed with their workload. They have taken on extra work, and they do not have enough time to complete the requirements of their roles. Consequently, this has resulted in poor monitoring and evaluation of the setting.

Self-evaluation is poor and not enough has been done to bring about change. However, leaders are aware of what work lies ahead and show a positive attitude to remedy these shortfalls.The provider has failed in their duties to ensure that procedures for administering medication to children are correctly implemented.

For example, far too often, staff administer medication to children without the required parental consent. This compromises children's health and safety.Staff's understanding of safe sleeping guidelines is too variable.

For example, they place younger children to sleep in prams that do not lay flat. Additionally, when sleep mats are used for older children, objects are not moved away from them, such as toys. Some children reach across where other children are sleeping to play with toys.

Staff are unaware of this until the inspector has to highlight it to them. Children are restless and staff fail to provide a calm and relaxing atmosphere to aid a seamless sleep time routine.Risk assessments are poor.

For example, loose electrical wires, unsafe storage of chairs and play equipment pose a risk to children. Furthermore, staff are unaware of when sand on the floor becomes a slip hazard. Some staff lack the knowledge of how to identify and reduce the risk of hazards to children.

Some areas of the premises are in need of repair. The provider has failed to get repairs done in a timely manner and does not give sufficient consideration to the maintenance of the setting. This exposes children to unnecessary risk.

For instance, some carpet areas are ripped and some flooring has been temporarily repaired with sticky tape. However, this still poses a risk to children. Children trip over these hazards and their safety is compromised.

The support in place for children with special educational needs and/or disabilities (SEND) is inconsistent. Although staff identify children with SEND early on, they do not ensure that they get the support that they need. For example, staff rely too much on parents and carers to get children professional support.

Intervention plans are not linked to children's identified needs. Referrals to external agencies are not done in a timely manner. This means that children with SEND are at a disadvantage and gaps in their learning do not close.

The setting fails to ensure that staff get the correct coaching and guidance to support their practice. Some staff have not had supervision sessions, and they are unaware of what they need to do to develop their practice. Staff workload is not managed effectively.

Some staff are overwhelmed with the duties that they are expected to do. This puts unnecessary pressure on staff and does not support their well-being. The setting fails to ensure that a culture of mutual support is in place for staff.

The setting does not provide children with a curriculum that is built on what they already know and can do. The provider does not ensure that staff understand what children need to learn and the order that this should be taught. Activities are not purposeful and they are not linked to children's interests.

Staff expect younger children to be able to draw shapes and to be able to understand concepts of events without supporting them, such as Valentine's Day. Older children are expected to count to beyond 10 and are encouraged to sit for prolonged periods of time listening to stories being repeatedly read to them. Babies sit for periods of time alone without quality interactions.

Children do not show positive attitudes to their learning. Staff fail to help children to learn how to regulate their own feelings. This means that children do not always learn the setting rules and expectations for behaviour.

The setting does not ensure that progress checks are completed for all children between the ages of two and three years. Additionally, some parents are unaware of this assessment and have not been involved in the process. Staff's understanding of statutory assessment is poor.

This puts children's learning, development and progress at a disadvantage.The setting has effective systems in place to support children who speak English as an additional language. Staff obtain key words in children's home languages and spend time teaching them English.

This means that children develop effective communication skills and develop a good grasp of English.

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?

The provision is inadequate and Ofsted intends to take enforcement action.

We will issue a Welfare Requirements Notice requiring the provider to: Due date ensure that parental consent is obtained before administering medication to children 14/03/2025 ensure that staff follow safe sleep guidelines and provide a suitable environment for children to sleep 14/03/2025 ensure that risk assessments are effective in identifying and reducing risks to children 14/03/2025 ensure that all areas of the premises are suitable for childcare 14/03/2025 ensure that timely interventions and referrals are made to better support children with special educational needs and/or disabilities (SEND) 14/03/2025 ensure that staff receive support, guidance and coaching during supervision sessions and that their workload is managed well 14/03/2025 ensure that staff better support children to manage their own feelings and emotions.14/03/2025 To meet the requirements of the early years foundation stage and Childcare Register the provider must: Due date ensure that children are provided with an ambitious curriculum that builds on what they already know and can do 28/03/2025 ensure that the progress check for children between the age of two and three years are carried out.

28/03/2025