Precious Wings

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is inadequate

Children's safety and well-being are compromised because ineffective steps are taken to ensure the premises are safe and fit for purpose. The premises are extremely cold and any gain in heating, when the boiler eventually starts to work, is soon lost as staff keep doors open when children play outdoors, despite the temperature outside not being much above zero.

Staff fail to complete appropriate risk assessments to ensure hazards are removed. They do not clean well enough so facilities, such as nappy changing units, are not hygienically clean.Children are not supplied with appropriate food that is healthy and nutritious.<...br/>
Children who arrive early in the morning are not given breakfast and later are also not provided with a snack. This means children go without food until lunch arrives. Furthermore, no staff hold an appropriate qualification in food hygiene, which is a breach of requirements.

Although the provider has a curriculum designed to meet children's needs, staff are unable to implement it as they do not plan activities or purposeful play for children to enjoy. This means children's progress in their learning is limited. Despite these weaknesses, most children are happy.

They enjoy using their imagination as they create 'Happy New Year' fireworks using play dough and glitter. They manipulate the play dough in their fingers, which helps dexterity for later pencil control. Staff talk about the different colours and children relate it to their own experiences.

If children become upset, staff do offer reassurance and cuddles.

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

Leaders and management are experiencing a period of turbulence. The nursery does not currently have a manager and steps to recruit have not been successful.

Consequently, there is an overall decline in the provision of childcare and the quality of teaching.Risk assessments are not undertaken by staff. As a result, hazards for children are not reduced or minimised, which compromises children's safety.

Toilets do not have toilet paper. One toilet is blocked and out of use and another constantly runs with water. Wires from a television, plugged into an extension lead, trail across the floor in front of an open door which children frequently use.

This is a tripping hazard.The premises are not kept in a good state of cleanliness. Nappy changing units are dirty and contain small hazards, such as an earring back and felt-tip pen lids.

The kitchen is dirty, and utensils and plates are stored on the floor. Food prepared for children is not healthy or nutritious. It is comprised of tinned and jar food, which contain high levels of salt, sugar and fat.

Staff working with babies hold an appropriate childcare qualification, but they have not received training that specifically addresses the care of babies. This is a breach in requirements. However, staff are kind and caring.

Despite the safety concerns, children gain comfort from staff as they sit on their knees and sing songs. They clap their hands as lights are pressed on resources and music is played.Staff deployment is ineffective in keeping children safe.

During lunchtime, children wait too long for their food and, as a result, become restless and disruptive, as they are bored. They climb on chairs and onto tables, and throw wooden blocks at each other. While staff intervene to manage this behaviour, children with special educational needs and/or disabilities (SEND) climb onto the sides of plastic highchairs to get into a sink.

Other children walk around eating biscuits out of a plastic bag. Staff intervene to bring children back to sit down to eat, but they are distracted by other children who need them. This results in children walking around again while eating.

This does not keep children safe.Support for children who may have SEND is inconsistent. While leaders and staff work with parents and external agencies to submit individual support plans or apply for educational health and care plans, support is not always obtained swiftly enough.

Furthermore, staff do not plan or provide activities for these children to engage with. Consequently, children are often left to wander about or stand on their own with no positive interaction. As a result, they do not make the progress they are capable of.

While the provider has a curriculum intent, the implementation and quality of teaching is inadequate. Staff fail to plan and deliver sufficiently suitable and challenging activities that meet children's individual needs. There are limited learning opportunities on offer for the children.

For example, on arrival at nursery, although children sit with staff at a table where some discussions take place about the New Year, there are only three plastic toy dinosaurs available for them to engage with.Staff know their key children. They gather information from parents about children's likes and dislikes.

However, due to the lack of planning, staff do not use this information well enough to plan for children's next steps in learning. Consequently, the next steps for learning do not correlate with what the children need to learn.Children do not behave well enough.

Behaviour boundaries and expectations are not sufficiently embedded into practice. During group activities, children push, shove, and grab things off each other. Children talk over each other when sharing their ideas, and staff do not support them well enough to listen to their friends and take turns.

Consequently, unwanted behaviour often goes unchallenged and children are not learning how to behave. That said, there is some positive praise from staff when children do help each other and when they remember to use their manners.Leaders understand the importance of helping children to gain communication and language skills.

They use an initiative to track children in their speech development, and staff have undergone training to help them promote early language skills in children. That said, not all staff put this training into practice. Consequently, children's communication and language skills are not always fully promoted.

Parents are positive about the nursery. They say staff are friendly and help them with obtaining support for their children. Parents say they receive some homework for their children to do at home.

Information is shared openly with parents, and they can always call to speak to staff or leaders.Children enjoy fresh air outdoors and the nursery has a large outdoor play area for children. They practise their developing gross motor skills as they push scooters around.

Indoors, children use their small motor skills as they use scissors to cut paper or use a paintbrush to create a picture.All staff have a robust knowledge and understanding of how to identify signs and symptoms of abuse in children. They know the procedures to follow and say they would act without fear or prejudice if they were concerned about children in their care or had a concern about a colleague.

This is a particular strength for the nursery and the staff.

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?

The provision is inadequate and Ofsted intends to take enforcement action.

We will issue a Welfare Requirements Notice requiring the provider to: Due date comply with requirements of health and safety legislation by keeping the premises maintained to at least the minimum required temperature 31/01/2025 take all reasonable steps to ensure staff and children are not exposed to risks 31/01/2025 ensure that the premises, including overall floor space and outdoor spaces, are fit for purpose and suitable for the age of children cared for 31/01/2025 ensure the facilities for preparation of food for children are hygienic and that all food provided for children is healthy and nutritious 31/01/2025 ensure all staff involved in preparing and handling food receive training in food hygiene 31/01/2025 ensure at least half of all staff who work with children aged under two receive training that specifically addresses the care of babies 31/01/2025 ensure staff deployment is effective in ensuring children's safety 31/01/2025 strengthen the arrangements in place to support children with special educational needs and disabilities (SEND) so that referrals and support are obtained more swiftly.31/01/2025 To meet the requirements of the early years foundation stage, the provider must: Due date raise the quality of teaching and experiences provided for children to ensure they receive high-quality early education and care 28/03/2025 support staff to consider the individual needs, interests, and development of each child in their care, including those with SEND, and use this information to plan a challenging and enjoyable experience for each child in all areas of learning and development 28/03/2025 embed the curriculum for personal social and emotional development so that children understand the expectations for their behaviour, and ensure all staff consistently implement this 28/03/2025 develop staff's understanding further of how to promote early communication and language skills in children.

28/03/2025