Phoenix Pre-School

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is inadequate

Arrangements to promote children's safety and welfare are not sufficiently secure. The provider does not ensure that senior staff in lead safeguarding roles have the information necessary to keep children safe. For instance, staff are not able to access information about unvetted committee members.

In addition, adults whose suitability has not been checked are permitted unsupervised access to the building. Children's safety is further compromised by a failure to meet fire safety regulations.Weaknesses in staff deployment mean that, on occasion, children outside are out of sight or hearing of an adult.

As a result..., staff are unable to consistently monitor the well-being of all children.There are good arrangements to promote children's learning and development. The provider's curriculum supports children's social and emotional progress well.

Children enjoy their time at the setting. They are supported by passionate staff, who set clear expectations for their behaviour. Staff are positive role models, showing interest in children's activities, and offering words of encouragement and reassurance.

Staff work well to improve children's self-esteem, helping them play and communicate with each other. This successfully supports children to behave well.Staff help children notice small details about their environment.

For instance, when examining a tray of natural sea resources, adults support children to hold shells to their ears and notice the sounds they hear inside. In addition, staff supporting children playing around sand trays point out how sand falling from fingers reminds them of rain. These shared observations help children to develop a love for exploring the natural world.

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

The provider does not fulfil their responsibility to ensure that children are adequately safeguarded. Contractors from outside agencies, who have not been vetted by the provider, are left unsupervised in areas accessible to children. For example, during busy transition times, unknown adults are able to walk unsupervised through a hallway which adjoins an unsecured disabled toilet and classrooms, which have doors that are wedged open.

As a result, the safety and well-being of children in the setting are not secure.The provider has not met their obligations to keep the premises fit for purpose. For instance, one fire exit has an intermittent fault with an exit door that requires force to open.

The provider has known about the faulty door for some time and has failed to take sufficient action. This does not ensure that fire safety arrangements would be effective in the event of an emergency.The provider has notified Ofsted of changes to the committee.

However, they have not provided the information required for Ofsted to be able to complete the required checks to determine the suitability of committee members.Children of all ages use the role-play resources in the side alley. This area is not always monitored by staff who are supervising outside.

Leaders have installed a CCTV camera so they can monitor the side alley from the office. However, staff are not always present in the office and, on occasion, children are unsupervised in this space. This does not adequately ensure their safety.

There are weaknesses in the arrangements to operate the service when the manager is absent. The provider does not ensure that those left in charge have a fully secure understanding of the responsibilities of the manager's role. In addition, these staff do not have access to all the information and records needed to ensure the safe and efficient running of the setting.

There is very good support for children with speech and language delays. The knowledgeable and passionate special educational needs coordinator (SENCO) works effectively with specialist professionals to improve outcomes for children with communication needs. She has adapted specialist resources, for example communication mats, to further support language use at snack time.

She also runs regular sessions with children that have helped to develop their speech sounds. Children who need additional support for their speech and communication make good progress in these areas.Staff are enthusiastic and have a positive energy they share with the children.

This supports children to have a go at new activities they might find challenging. For instance, during a yoga session, staff encourage children to make up fun names, such as 'dragonfly' and 'flamingo', for their yoga poses. Children enjoy these sessions while developing important listening, attention and gross motor skills that support their ongoing development.

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 ensure that adults whose suitability has not been determined do not have unsupervised access to children 02/09/2024 ensure that effective fire safety arrangements are in place, specifically that fire exit doors are able to be opened easily from the inside 02/09/2024 ensure that Ofsted is provided with the information needed to check the suitability of committee members 02/09/2024 ensure staff are deployed so that children are within sight or hearing at all times, as required 02/09/2024 implement appropriate arrangements to ensure the safe and efficient running of the provision at times when the manager is not present.

02/09/2024

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