Pound Lane Daycare

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is inadequate

Children are at risk of not getting the urgent support they need, due to weaknesses in the leadership and management of safeguarding. Leaders do not have effective processes for recording and escalating concerns when they identify children are at risk of harm. Children do not benefit from a curriculum that sets the necessary foundations for their future success.

For example, the curriculum does not adequately support children's development in communication and language. Children do not get enough opportunities to learn new vocabulary or engage in meaningful conversations to develop their communication and language skills.... Staff lack understanding of how to implement the curriculum to help children make progress.

Staff have low expectations for children's personal development. Leaders do not have an overview of how staff manage hygiene routines across the setting. For example, children follow staff instructions to go to the bathroom to wash their hands independently before meals.

However, children do not get support to learn how to wash their hands or help to turn the tap on. As a result, some children do not develop effective hygiene routines to keep their bodies healthy.On occasions, children are under stimulated and this leads to them being bored, frustrated and upset.

For example, in the baby room, they lack opportunity and experiences to develop their motivation to explore and make progress in their development. Despite this, children arrive eager to start their day. Children are happy to see the staff at the nursery and greet them with excitement.

Parents report staff are warm, friendly and caring. As a result, some children have positive attachments, which supports them to feel secure.

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

Leaders do not have effective systems for managing concerns about children's safety.

This impacts on their ability to work with other agencies to identify and raise concerns quickly. As a result, children do not get the support they need in a timely manner to keep them safe.Leaders do not effectively construct and implement a curriculum that meets the needs of all children.

Consequently, children do not have access to opportunities that support them to develop well and be ready for school.Leaders do not effectively deploy staff to meet children's care and learning needs. For example, at mealtimes, babies wait for prolonged periods of time in their high chairs before they receive food or interactions with staff.

As a result, babies cry because they wait too long.Leaders do not ensure that staff follow the latest government safety guidance for safe sleeping arrangements. For example, children share beds and sheets, which compromises the health, safety and well-being of children.

Staff do not adequately assess the risk of experiences to support children's safety. For example, during transition times, staff do not always have effective oversight of children. Furthermore, staff do not assess the risk of their practice on how to move babies safely around the setting during times of transition.

Staff are not well trained to deliver experiences to support the individual needs of children in the setting. Children access experiences and activities they enjoy, such as cutting out pictures of sea creatures. However, the experiences and activities do not sufficiently challenge children to know more and remember more.

Staff lovingly prepare healthy, balanced and nutritious meals. Children eat the food prepared by the setting well. Staff manage allergies and dietary requirements well.

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 improve the curriculum to ensure it is well planned and sequenced to support all children's learning and development 02/09/2024 ensure staff have access to effective training and support, in order to deliver high-quality teaching and learning experiences for all children to make the progress they need 02/09/2024 train staff to effectively implement your safeguarding policy and procedures, including the expectation that they make clear and accurate records of any concerns about children 05/08/2024 ensure staff with the lead responsibility of safeguarding act on child protection concerns without delay 05/08/2024 ensure that leaders deploy staff effectively to meet the care, learning and development requirements of all children 05/08/2024 improve sleep arrangements and hygiene routines to ensure they meet children's health and well-being needs and ensure children remain safe 02/09/2024 ensure children are safe through effective risk assessments of routines and daily activities.

05/08/2024