Rahma Childcare

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is inadequate

Children's safety is not always assured as they are exposed to risks. Staff allow children to walk around with food in their mouths and do not know how to keep them safe when they are sleeping. Leaders and staff do not understand their safeguarding responsibilities.

They do not know how to identify or report concerns they may have about a child, or what steps to take to report concerns about an adult in the setting. Leaders have not ensured that required checks are completed for all relevant individuals associated with the nursery.The curriculum does not provide children with the breadth of knowledge or skills that they n...eed to become ready for school.

They do not receive adequate learning opportunities to further their development. Children with special educational needs and/or disabilities (SEND) are not well supported. Children spend periods of time wandering and looking for something to do.

They tip boxes of toys onto the floor as they search for an activity or something to play with. When staff deliver a structured activity, it is not always age-appropriate. Consequently, children have poor levels of engagement or focus.

Children do not learn to manage conflict with their peers as staff do not teach them the skills they require to negotiate and take turns, nor are they adequately supported when they become upset. Despite the weaknesses, children practise some physical skills. Staff teach them how to throw and catch a ball.

They encourage children to use tools to scoop sand.

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

Leaders have poor oversight of the quality of the nursery. They have failed to recognise or address significant breaches of requirements, which impact on the quality of care and education children receive.

Leaders have not made sure staff understand how to effectively safeguard children. Staff do not know who the designated person for safeguarding is, or what the local safeguarding procedures are. They cannot demonstrate that they know how to identify a child who may be at risk of harm.

In addition, there lacks clarity among staff about who is responsible for the nursery. Not all staff who work with or come into contact with children have been subject to the necessary suitability checks.Despite immediate concerns being addressed during the inspection, once highlighted, risk assessments relating to eating and safe sleeping are not effectively completed.

Staff serve children whole grapes and do not understand the choking risk this presents. Children wander around the room as they eat because, staff say, they prefer eating this way. Staff do not understand about safe sleeping for children.

They do not recognise, for example, that it is not safe for children to fall asleep on play equipment, such as a see-saw, and needed to be prompted by the inspector to place children somewhere safe to sleep.Children with SEND do not receive the help they need. Some children, despite having support and intervention from external agencies, such as the local authority, do not receive any support at the nursery.

Children with SEND are often left to entertain themselves and spend long periods of time with no interaction from staff. Staff do not support children with SEND to be included or involved with other children. Children with SEND do not make enough progress and the gaps in their learning are at risk of widening.

The quality of education is poor. Staff say they occasionally plan activities for children. However, these activities are not appropriate for the age and developmental stage of the children who attend.

At times, staff provide sensory activities that are too easy for older children and, at other times, staff offer mathematical activities to teach children how to recognise numbers that are too difficult for most children. Activities do not build on what children already know and can do, or support them with their learning. Furthermore, staff lack an understanding of child development.

They do not have the knowledge or skills to be able to identify suitable next steps in learning for children or tailor their activities. As a result, children become disengaged very quickly and spend time wandering around in search of something to do. In addition, staff do not complete the required progress checks for children aged between two and three years old.

Staff do not understand how to manage children's behaviour. When children argue with each other about resources, staff repeatedly tell them to share, but this has no effect. Staff do not teach children how to share, they do not role model positive behaviour or help children to manage their own feelings and behaviours.

This lack of support means children are unable to share and get along together as they are not helped to know how. Staff respond by removing the resources because children then stop arguing.Leaders do not effectively support staff.

Policies and procedures which exist to keep children safe are not understood by staff. In addition, leaders do not monitor staff's teaching, or identify any training needs that are necessary to improve the quality of education. Leaders do not have appropriate staff supervision arrangements in place, to help with continuous improvement and to support staff's well-being.

Furthermore, there are frequent occasions when the nursery operates without the required number of qualified staff.Parents have mixed reviews about the nursery. Some parents say that their children are happy and staff are caring, yet others feel that the nursery does not communicate well and that they are not given information about how to support their children's learning at home.

Leaders have not ensured that parents know the procedure to complain if they feel they need to.

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 ensure all staff have a secure knowledge of how to identify safeguarding issues and concerns and reporting procedures 01/09/2024 ensure all individuals involved in the provision have been subject to the required suitability checks 01/09/2024 ensure risk assessments are effective to keep children safe, particularly in relation to the supervision of children while eating and sleeping 10/07/2024 ensure appropriate arrangements are in place to support children with SEND 01/09/2024 ensure staff have relevant knowledge and skills to appropriately manage and support children's behaviour 01/09/2024 ensure effective arrangements are in place for the supervision of staff, that provides support, coaching and training and fosters a culture of continuous improvement 01/09/2024 ensure the manager holds an approved qualification at level 3 or above and there is always a level 3 member of staff working directly with the children 01/09/2024 ensure there is effective communication with parents to provide continuity in children's learning and development 01/09/2024 ensure a complaints procedure is in place and shared with parents.01/09/2024 To meet the requirements of the early years foundation stage, the provider must: Due date ensure staff implement an ambitious curriculum for children, that offers a broad range of skills and knowledge and that meets the needs of all children, taking into account children's prior learning 01/09/2024 complete the required progress check when children are aged between two and three years old.

01/09/2024