Bubbly Gems Ltd

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is inadequate

The provider does not ensure the nursery's policies and procedures are consistently implemented.

This puts children at potential risk. For example, when the inspector arrived, the provider had left a member of staff with a level 2 qualification alone with five children under three years of age, including babies. This does not meet the staff to child ratios.

The provider had not carried out appropriate checks to ensure the member of staff was suitable to look after children. The provider knew the member of staff did not have a paediatric first-aid certificate; and had been left alone on another occasion. The provi...der has failed to consider effectively how the member of staff would manage a serious accident or an emergency evacuation during these times.

This means children's safety and well-being are compromised. This is not the first time these breaches have been found. The provider continues to demonstrate she does not have a secure understanding of the early years foundation stage safeguarding and welfare requirements.

Additionally, when the provider returned back to the nursery and arranged for children to go on a nature walk through a local park, she and the staff did not take a first aid kit. This means in the event of an accident, adults would not be able to swiftly provide first-aid treatment. This puts children's health at potential risk.

The provider's curriculum is weak and the learning environment, especially for younger children, is not yet suitably resourced to excite and motivate children to learn. The provider does not assess children's skills and interests to plan challenging and interesting experiences that support children's progress. That said, children are happy and secure.

They behave appropriately and understand what is expected of them in routines and activities.

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

The provider has not given her new staff sufficient training in the skills they need. This includes a detailed induction of their roles and responsibilities and the foundations of the curriculum intent.

This means staff do not consistently help children to build on what they can already do in order to learn new skills. This impacts on children's ability to learn self-help skills and build on their independence and confidence. For example, the caring staff, in their determination to support children, often step in to help children do things they can do for themselves, such as putting on their own shoes and coats, finding their lunch box and tidying up.

The provider, who is the special educational needs coordinator, is not confident in her knowledge and understanding to identify and support children who may have a delay in their learning. She is unsure how to provide support or access funding they may need. This does not support all children's learning and progress, especially those with special educational needs and/or disabilities (SEND).

Staff encourage children to wash their hands before and after using the toilet, before they eat and after playing outdoors. However, the provider has not ensured staff fully understand their role to support children's understanding of the benefits of a healthy lifestyle. The provider does not ensure staff consistently talk to children about the benefits of making healthy food choices, taking regular exercise or understanding good oral health.

The provider has not yet given staff the training and support they need to address the weakness in planning and assessment for children. This means staff are unsure about the curriculum intent and how to use resources and activities to help individual children succeed. This has a negative impact on children becoming confident and active learners who are ready for their move to school.

The provider does not follow safe recruitment procedures to ensure the suitability of staff. She does not ensure that there is always an adult with children who has a current paediatric first-aid certificate. The provider does not ensure there is an accessible first-aid kit when children are on outings.

She does not ensure she consistently meets the staff to child ratio when children are present. This means children are at risk of harm and/or injury.The provider and staff give children opportunities to build on their communication and language skills.

They routinely sing traditional nursery rhymes and children enjoy attempting action rhymes. Staff talk to children, as they play, about their families and friends.The provider plans daily opportunities for children to learn about others in the local community.

For example, children enjoy regular walks where they can observe and talk about people in the community and those working in local businesses, such as the fire service. This helps give children an understanding of people, families and communities beyond their own.Overall, partnerships with parents are effective.

The provider ensures staff use the information they gather from parents appropriately to meet children's care needs. For example, staff try to consistently stick to babies' and toddlers' routines from home, such as sleeping patterns and bottle-feeding times.

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 people looking after children are always suitable, and obtain Disclosure and Barring Service checks for all staff before they are left alone with children 04/10/2024 ensure staffing arrangements are effectively planned to always meet the required staff-to-child ratios, in order to keep children safe 04/10/2024 ensure at least one person who has a current paediatric first-aid certificate is always on the premises and available at all times when children are present 04/10/2024 ensure a first-aid kit with appropriate items for use on children is always accessible 04/10/2024 strengthen knowledge to ensure effective strategies are in place to support children with SEND in their play and learning 04/10/2024 improve staff skills so they provide children with consistent messages about the benefits of a healthy lifestyle, including how to have a healthy diet and to develop their independence by consistently allowing them to carry out more tasks for themselves.

04/10/2024 To meet the requirements of the early years foundation stage and Childcare Register the provider must: Due date plan and implement the curriculum with more precision, to sequentially build the knowledge and skills that children need to acquire 04/01/2025 consider the individual needs, interests and stages of development of each child to plan a range of challenging and enjoyable experiences to extend the learning of each child 04/01/2025 develop the learning environment, so that children can easily explore the wide range of resources to fully support children's imaginary play and to captivate and challenge their interests further 04/01/2025