Pebbles Pre-School

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is inadequate

The provider has failed to ensure that all staff have completed enhanced Disclosure and Barring Service checks. This compromises all children's welfare.

Furthermore, the provider does not ensure staff provide children with a well-planned and sequenced curriculum. Staff provide some activities which children are able to choose from. However, they do not always know what they want children to learn from the planned activities.

This means children do not make the progress they are capable of. Children with special educational needs and/or disabilities (SEND) are not well supported at the setting. Staff do not follow... advice from external professionals to ensure that children with SEND make the best possible progress.

Children do not develop the knowledge and skills they need to be ready for school. That said, staff are kind and children demonstrate that they are happy in the setting. They enjoy accessing the environment and in general they behave well.

Staff explain rules around how to behave and support children in learning how to share.

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

The provider does not carry out full recruitment procedures to ensure all staff are suitable to work with children. In addition, the provider has failed to notify Ofsted of significant changes that may affect the safe and efficient running of the setting.

The quality of teaching and learning is weak. Leaders and managers do not train staff effectively to enable them to create an ambitious curriculum for all children, including those with SEND. Although staff gather information about children's starting points from parents, this is not used to inform children's next steps in learning.

At times, staff talk about the activities and what the children will learn. However, these are generic statements and are not focused on individual children to help them make good progress.Although each child has a key person, the arrangements in place are not effective.

Leaders have not taken staff's knowledge of children into consideration when determining how to deploy staff. Staff do not always have the knowledge about the children in their care to support them effectively. As a result, some children do not have a familiar adult to support them and it has a negative impact on children's learning and development.

The provision for children with SEND is not effective. Leaders, who are responsible for this, are not equipped with the knowledge and skills to fulfil this role. Although staff are aware of children's individual plans, these plans are not consistently updated.

As a result, staff are not always sure how they should be supporting children with SEND to achieve the next steps in their learning.Parents explain that their children settle quickly in the setting and appreciate the flexibility in hours the setting provides. However, not enough is done to engage with and help parents understand the importance of supporting their children's learning at home and how they can do this.

The provider does not have a good overview of the nursery. Staff do not benefit from effective supervision or have regular opportunities to discuss how training may improve practice. The provider does not have a strategy to develop the provision, which has a negative impact on the experiences available for children.

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 and Childcare Register the provider must: Due date ensure that a Disclosure and Barring Service check is completed for all members of staff 27/01/2025 implement a curriculum that meets all children's learning needs and offers appropriate challenge, to help them make at least good progress 30/04/2025 ensure that staffing arrangements meet the needs of the children, so that they are supported and cared for by a familiar adult at all times 30/04/2025 ensure that appropriate arrangements are in place to support children with special educational needs and/or disabilities 30/04/2025 ensure that staff improve their knowledge of how to support children with special educational needs and/or disabilities, so that they make the best possible progress 30/04/2025 improve partnership working with parents to ensure that information about children's needs is gathered before they start and to help parents understand their child's progress, so they can support learning at home 30/04/2025 provide effective support, coaching and training, so that all staff have the knowledge and skills to fulfil their roles successfully and the interests of children are promoted.

30/04/2025