Oaks From Acorns Private Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is inadequate

The provider does not ensure the setting's policies and procedures are consistently implemented, which puts children at risk. Staff do not adequately supervise children. For example, young children are unsupervised as they go down the corridor to the bathroom.

This means children are not always within sight and/or hearing. As a result, their needs go unnoticed. Behaviour policies at the setting are inconsistent.

For example, staff use different approaches which confuse children. This means children do not always understand what is expected of them. Where practice is strong, children demonstrate some moderate leve...ls of engagement as they play cooperatively with their friends.

However, the curriculum does not always meet the individual learning needs of children. Staff have some awareness of what children need to learn and identify when they need support. However, they do not always make referrals to other professionals swiftly enough, to ensure children get the tailored support they need.

This has a detrimental impact on children's learning and progress, particularly those with special educational needs and/or disabilities (SEND).

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

Staff throughout the nursery have positive relationships with children and their families. Staff greet each family and talk to them about any concerns and interest.

This helps children and their families to feel settled and valued, which helps build strong relationships.The provider does not ensure staff are deployed effectively. For example, children move around the halls unaccompanied and have access to some unsupervised areas.

Children sustain minor injuries that staff have not witnessed or noticed. This is due to inadequate supervision and lack of knowledge of children's individual needs. As a result, children are not safe at all times.

The provider does not understand the requirement to complete a progress check for children aged between two and three years. As a result, staff have not completed these checks. This means that staff do not have accurate information to share with parents and other professionals to ensure children get the support they need.

This weakness is further exacerbated due to gaps in the curriculum. Consequently, children are not adequately prepared for their next stage in learning.The support provided for children with SEND is ineffective.

Children who have significant delay do not benefit from learning experiences to help them make optimum progress. When professional advice is sought, staff do not act quickly to implement the guidance provided. This means children do not make the progress they are capable of.

The key-person system at the setting is ineffective. For example, staff do not know their key children's capabilities. Therefore, staff are unable to support their care and learning needs.

This also results in children not receiving individual challenge and learning opportunities.Staff complete some assessments. However, they do not use information from assessment to inform their planning.

For example, staff do not provide adequate activities or learning opportunities for individual children to help them succeed. This means when children have gaps in their learning these are not addressed and the gaps continue to widen.The provider does not ensure that staff have a clear understanding of child development in order to create a strong curriculum.

Staff do not understand the importance of modelling good spoken language. As a result, children are not supported in developing their communication and language skills.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 of how to support children's care and learning needs.

The setting provides children with the opportunity to learn about the wider community. For example, children enjoy meeting the local care home residents. This helps them to learn about their community as they share experiences with people outside the setting.

Safeguarding

The arrangements for safeguarding are not effective.There is not an open and positive culture around safeguarding that puts children's interests first. Staff do not adequately supervise children when moving around the setting.

Children sustain injuries which staff are unaware of due to ineffective supervision. This means children are at risk of harm and/or injury.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage and Childcare Register the provider must: Due date ensure children are within sight and/or hearing at all times 12/09/2024 complete the required progress check for children aged between two and three years 26/09/2024 make timely referrals to professionals to ensure that children get the help and support they need 12/09/2024 implement an effective key-person system to ensure each child's care is tailored to meet their individual needs 12/09/2024 use information from assessments of what children know and can do to help support children's learning and progress 26/09/2024 develop a curriculum that supports all children to progress from their individual starting points 26/09/2024 put arrangements in place to enhance coaching and mentoring opportunities to help staff understand their roles and responsibilities.

12/09/2024