Bubbly Gems Ltd

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is inadequate

Leaders are not well organised. They do not maintain effective vetting and recruitment records.

They do not obtain and record all children's required information. For example, during the inspection, there were several occasions when leaders were unable to find children's essential information. Some information, such as allergy history, had not been seen by staff.

This places children's safety and welfare at risk, in particular during emergency situations. Leaders do not ensure unsupervised staff collecting children from school have emergency contact details in case of an emergency. These breaches of requirements ...compromise children's health and safety.

Since the last inspection, there have been some improvements in the learning environment with successful changes to the daily routines which have had a positive impact on children's speech and social skills. However, leaders have not yet established an ambitious curriculum for all children, which was a previous action. Staff are unsure of the curriculum intent.

This is because they have not received a full induction or any training towards what it is leaders want children to learn next. This does not support children to reach their best possible outcomes.Nevertheless, children have warm and trusting relationships with the caring staff.

They demonstrate they feel happy and secure. Children are confident to approach adults for help, reassurance and cuddles. The environment is welcoming and children know they can choose from a variety of resources to support their physical and social skills.

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

Leaders are not clear in their roles and responsibilities. They do not quickly target weaknesses in the provision, such as ensuring records and requirements are well organised and met. For example, the required public liability insurance expired so the setting was uninsured for a week before it was renewed.

This is a breach of requirements.Staff are aware of safeguarding procedures. However, they do not consistently implement these in practice.

For example, staff picking up children from local schools do not ensure they have children's information and emergency details. At the inspection, some information regarding children's allergies had not been noted by the staff caring for them. This does not help support children's health and safety.

The assessment of children is weak. Leaders and staff do not consistently use assessment regularly enough to recognise children's progress, understand their needs or to plan activities to support individual children. This means that they do not have accurate information to share with parents or any other professional to ensure children get the support they need.

Coaching and mentoring at the setting are ineffective. For example, staff do not receive adequate inductions to help them understand the requirements of their role. Staff knowledge and training are not nurtured or managed effectively.

This means staff are unaware how to support children's individual learning needs through challenge and learning opportunities.Staff have positive relationships with children and their families. Staff greet each family and talk to them about children's interests.

This helps children and their families to feel settled and valued, which helps build good relationships.Leaders have improved their knowledge and understanding of how to support children with any learning or development delay. Training in this area has improved staff confidence to act swiftly and seek professional advice when needed.

Staff manage children's behaviour effectively. Children learn to share, take turns and be kind to others. Younger children who find it difficult to share are supported well.

Staff get down to their level and explain to wait for their turn. They help children to understand and be able to describe their emotions.Staff encourage children to develop self-care skills.

They learn to wash their hands thoroughly before meals. Staff follow hygiene procedures, particularly during care routines, such as nappy changing.Staff provide suitable opportunities for children to develop their communication and language skills.

For instance, they use a 'What's in the bag' game to invite children to choose an item that relates to a song or rhyme. This helps improve children's vocabulary and confidence to speak.

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 you record all required information regarding staff qualifications and suitability checks and that records are easily accessible and available 20/02/2025 ensure staff or volunteers who collect children from school are able to contact parents or carers in an emergency 20/02/2025 provide new staff with effective induction, coaching and supervision to develop their knowledge and skills swiftly so that the quality of teaching is consistently good throughout the setting 20/02/2025 ensure required records are obtained to view with regard to information about a child's full name, date of birth, name and address of every parent and/or carer who is known, which parent(s) and or carer(s) the child normally lives with and emergency contact details for parents and/or carers.

20/02/2025 To meet the requirements of the early years foundation stage and Childcare Register the provider must: Due date deepen all staff's understanding of the sequenced curriculum to help children to make the best progress 20/02/2025 ensure staff have the information they need to understand, plan and follow children's identified targets to help them become more independent and achieve their maximum potential 20/02/2025