The Enchanted Castle (Day Nursery) Ltd

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is inadequate

Leaders have not effectively monitored safeguarding procedures. As such, they have failed to identify weaknesses in practice that have an impact on children's safety and welfare.

For example, staff complete morning safety checks but fail to identify multiple hazards or take steps to minimise these. Leaders and staff further compromise children's welfare by failing to meet appropriate hygiene standards. Leaders describe how they support children to progress through the curriculum areas.

For example, as children move through the nursery, they are encouraged to participate in more structured activities to build thei...r focus and concentration in readiness for school. Staff provide simple activities, such as play dough, that children enjoy. They sit with children at their level and communicate warmly with them.

For instance, they encourage children to work together to fill up a container with sand.Staff generally know the children in their care well. However, despite this knowledge and the high staff:child ratios during the school holidays, they do not take this opportunity to focus on the needs and interests of individual children.

Staff do not set clear expectations for children's behaviour and routines are not embedded or communicated with children. This is particularly difficult for children with special educational needs and/or disabilities (SEND) that find changes in routine harder to manage.

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

Leaders are aware that improvements are required to the premises and are taking steps to do so, such as replacing the flooring throughout.

However, more needs to be done to minimise potential hazards. For example, despite risk assessments being completed, several staff members miss that there is animal waste in the garden area where children dig. This puts children at risk of harm.

Leaders and staff fail to recognise poor standards of hygiene. The toilets are an area of particular concern, as doors, walls and floors are visibly dirty. Staff wipe down the changing mat, but the nappy changing unit is not routinely cleaned.

There are additional risks, such as staff leaving mop buckets full of dirty water on the floor within easy access of children. This does not support children's health and well-being.Leaders have not ensured that staff have the training they need to fulfil their roles and responsibilities.

They have not ensured the first-aid training provided is robust enough to meet requirements. Therefore, it is not assured that staff would know what to do if a significant accident or injury occurred. In addition, leaders share that they have not provided training to any staff, including those that work in the baby room, that specifically addresses the care of babies.

This compromises the care and development of the youngest children.Staff meetings and supervisions are not fully effective, as leaders are not aware that staff have gaps in their knowledge. These gaps include identifying signs and symptoms of different types of abuse.

As such, staff do not get the coaching or mentoring they need to address these gaps and improve their practice.Staff support children's communication and language development through engaging in children's play and modelling vocabulary, such as 'shell' as they use play dough together to model snails. They sing nursery rhymes with children and use actions to try and keep them engaged.

On occasion, staff do not give children enough time to respond to their questions, which means, at these times, children do not get the opportunity to share their views and thoughts. However, most children make progress with their language development over time.Leaders share that building children's independence is a curriculum priority.

For example, children are encouraged to put on their own shoes and are delighted when they succeed in doing so. However, other staff are observed feeding older children who are fully capable of feeding themselves. These inconsistencies limit progress and are confusing for children.

Leaders and staff identify children that are not meeting their milestones. They discuss concerns with parents and work with other professionals to secure timely assessments and support. However, suggested strategies are not implemented, and staff providing support do not know the information on children's individual support plans.

As such, children with SEND do not make the progress they are capable of.Staff do not work together to deliver secure routines. They wait for the manager to tell them what to do next and changes are often sudden and not communicated with children.

This does not support positive behaviour, as children do not know what is expected of them or what is happening next. For example, children get up and leave the dinner table, even if they have not finished their lunch.Leaders and staff communicate well with parents and offer help with completing forms, such as school applications.

They signpost parents to other agencies in the local area that can provide further support. Parents comment that leaders and staff are always available to talk to them and they appreciate the advice that they offer.

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 daily risk assessments are effective and minimise the risks to children in both the inside and outside areas 20/08/2024 ensure the premises are hygienic throughout, with a particular focus on children's toilets and nappy changing areas 20/08/2024 ensure there is at least one person on the premises that holds a paediatric first-aid certificate consistent with the criteria set out in Annex A of the early years foundation stage statutory framework 20/08/2024 ensure at least half of all staff working with children aged under two have received specific training to better understand the care and developmental needs of babies 20/08/2024 improve the effectiveness of staff supervisions to ensure any gaps in knowledge, including safeguarding knowledge, are quickly identified and addressed 20/08/2024 ensure all staff share the same understanding of curriculum priorities, including building children's independence skills appropriate to their age and stage of development 20/08/2024 implement strategies to better support children with special educational needs and/or disabilities and ensure these are delivered consistently 20/08/2024 consider how to communicate routines more effectively with children to help them understand what is expected of them and what is happening next.20/08/2024 To further improve the quality of the early years provision, the provider should: nensure staff give children enough time to respond to their questions so that they can share their thoughts and views.