Spring – St Bart’s House

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is inadequate

Significant weaknesses in leadership and management do not adequately ensure children are protected. The provider has not taken all reasonable steps to ensure that the building can be evacuated in the event of a fire or emergency.

Pathways used for emergency exits are not free of obstruction. This compromises children's safety. Dangers in the environment have not been made safe.

Staff have identified and reported risks, such as cracked glass and exposed, sharp gaps in windowpanes. However, the provider has not ensured that action has been taken to swiftly remove hazards. Overall, staff feel that a recent change i...n management has been successful.

They report that the recruitment of new colleagues has helped to reduce their workloads. However, staff do not receive effective supervision to support them in their roles. In some areas of the nursery, the arrangements to monitor staff practice are not effective and do not provide managers with the information they need to target support.

This has a direct impact on the care and education that the children receive. Despite this, staff prioritise meeting children's needs and are dedicated to providing a welcoming and stimulating nursery for the children in their care.

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

The provider does not monitor well enough to ensure that the environment is safe.

For example, they do not ensure that fire safety arrangements are robust. In addition, the provider does not take prompt action to address health and safety concerns raised by staff. Hazards identified in areas used by children have not been addressed.

There are weaknesses in the arrangements to supervise and coach staff. Staff do not have opportunities to discuss relevant issues or to address any issues as they arise. This does not promote their ongoing personal development or well-being.

Staff create a calm and welcoming environment, which helps children to feel safe and settled. Key persons have relevant knowledge of their key children, which gives them a basic understanding of their needs. However, the curriculum lacks ambition.

Staff spend unnecessary time completing daily routines. Children's play is interrupted, and they are not provided with opportunities to fully engage and become absorbed in their learning.Children enter play happily with their peers and develop secure attachments to staff.

The learning environment provided for older children is variable. For example, babies enjoy a stimulating outdoor area. However, the space for older children lacks opportunities for independent play and exploration.

Staff support children with interesting back-and-forth conversations about their interests, but learning is incidental as staff do not plan carefully enough to help children build on what they already know and can do.Staff have high expectations for children's behaviour. For example, children are reminded that their actions may impact on others.

However, some activities are too rushed, and staff swiftly replace resources and activities with others. This means some children do not have time to fully immerse themselves in their play. This impacts on their attitudes to learning, as children are not encouraged to concentrate and pay attention for sustained periods of time.

Staff help children to develop some of the skills that will support their transition to school. They encourage children to practise self-care skills and independent behaviours. For instance, children try to do things for themselves.

They file their own artwork and serve themselves at snack times. Staff place a high priority on meeting children's care needs, such as ensuring they are drinking enough water, wear sun hats and follow basic hygiene practises, like handwashing.The manager and staff establish positive partnerships with parents.

Staff involve parents well and keep them informed about their children and what they have been doing, including their next steps in learning. There are effective arrangements to support children with special educational needs and/or disabilities and to liaise closely with their parents. This helps to ensure that any gaps in children's development are identified and swiftly supported.

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 appropriate fire safety arrangements are in place 28/08/2024 implement robust systems to ensure that action is taken to remove or minimise identified hazards 28/08/2024 implement regular supervision and support for staff to develop their skills and confidence to fulfil all requirements of their role 28/08/2024 develop and implement an ambitious and engaging curriculum for all children.

28/08/2024