Green Lane Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is inadequate

Not all staff receive sufficient training on how to keep children safe. For example, some staff do not understand the action to take in the event of an allegation against a colleague. Furthermore, safeguarding policies and procedures do not consistently identify the actions that staff must follow in the event of a safeguarding concern.

Induction procedures to support staff who recently started working in the nursery are not implemented quickly enough to ensure they fully understand their roles and responsibilities. These weaknesses potentially compromise children's safety and well-being. Overall, children enjoy a range of... activities that support their learning.

However, staff do not carefully consider gaps in children's learning when grouping children or teaching the curriculum. For example, children who speak English as an additional language are not consistently supported in developing communication and language skills. As a result, opportunities for them to learn English are limited.

These children do not gain the skills they need to help them express themselves, which impacts their learning and development. Staff get to know individual children well and develop warm relationships with them. Children are supported by staff to understand the nursery rules and expectations.

They learn to behave well and develop friendships with their peers.

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

Managers and staff do not understand the procedures to follow in the event of an allegation. The safeguarding policies and procedures do not consistently outline the steps to take in the event of a safeguarding concern.

This potentially compromises children's safety.Arrangements for supporting staff lack rigour. Induction arrangements for new staff do not offer the support they need to understand their roles and responsibilities quickly enough.

Consequently, new staff are not yet trained to understand all aspects of safeguarding, such as the 'Prevent' duty. This means that they are unable to recognise potential risks to children.Overall, staff plan activities across the areas of learning that children enjoy.

However, staff do not carefully consider what each child needs to learn next or support them to close gaps in their learning quickly enough. This means not all children are challenged to make the best possible progress.Staff interact warmly with children as they play.

However, they do not carefully reflect on individual children's needs when grouping them or providing additional support for their language development. Children who speak English as an additional language are not robustly supported to learn English or further develop their language skills. Consequently, they are not making the best possible progress.

Managers and staff link with local partners to seek expert advice and support. Where children need specialist help, managers work with parents and external agencies to plan the right support. They understand that seeking early support for children and their parents outside the nursery is important.

Children with special educational needs and/or disabilities receive the expert support they need.Staff teach children to follow the nursery rules and are good role models. Children learn to be kind and respectful to each other.

They are familiar with the nursery routines, which helps them to feel safe. Staff get to know children well and support them when they struggle to regulate their behaviour.Parent partnerships are effective.

The key-person system helps parents to have consistent contact with a familiar member of staff and the nursery. Staff give parents regular information about what children have been learning. Parents say that communication with the nursery staff helps them to further support children's learning at home.

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, the provider must: Due date improve policies and procedures to ensure they are in line with the guidance and procedures of local safeguarding partners 18/05/2024 ensure managers and staff understand the action to take in the event of an allegation 18/05/2024 improve the arrangements for staff induction so that all staff understand their roles and responsibilities, particularly concerning safeguarding children 18/05/2024 ensure gaps in children's learning are understood, and the grouping of children and staff's teaching focuses on supporting their individual next steps in learning 18/05/2024 ensure that children who speak English as an additional language are consistently supported in developing their communication and language skills.

18/05/2024