Wishing Well Day Care Coventry

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is inadequate

The provider does not ensure children are kept safe. They do not ensure there is a member of staff qualified in paediatric first aid on site at all times when children are present. They do not ensure appropriate checks are made in order to assess the suitability of staff working with children.

The manager provides an environment that is set up to incorporate all areas of learning. However, staff do not use the resources effectively to build on children's knowledge and skills. Frequently, staff supervise rather than engage children in purposeful learning.

As children explore and investigate the resources, staff do... not attempt to extend what children know and can do. Consequently, children lose interest and disengage. Too often, staff do not notice less confident children who stand on the sidelines.

These children do not receive the support they need to join in and so wander off. This means that children are not receiving the support they need to make good progress. Staff fail to help children develop an understanding of appropriate behaviour.

That said, children arrive happy and receive a warm welcome from the friendly staff. Children with identified special educational needs and/or disabilities (SEND) receive support from the on-site special educational needs coordinator (SENCo).

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

The provider does not comply with the registration requirements.

They do not ensure a member of staff who holds a valid paediatric first-aid qualification is on site at all times when children are present. They have not obtained the required Disclosure and Barring Service checks for all staff. This does not ensure children's safety, health or welfare.

The provider does not ensure all records and documentation are easily accessible in their absence. This includes evidence of the suitability of staff working in the nursery.The manager has a good understanding of what they want children to know and learn.

They are able to explain the intentions of the curriculum and how they intend to support children's learning. However, this is not understood and implemented by staff in practice.Although the manager provides supervision for staff, this is not effective enough to support staff to strengthen their skills and provide consistently good teaching for all children.

Staff's practice is not effectively monitored to identify gaps in their knowledge.The manager does not monitor children's progress accurately enough to provide swift intervention where children do not make expected progress. For example, key persons report that some children do not demonstrate progress from one term to the next.

That said, the manager, who is also the SENCo, receives support from the local authority and other external professionals for children with identified SEND. These children are provided with targeted plans which are overseen by the manager.Staff teaching is weak.

Staff do not build on what children already know and can do. Where activities are provided for children, staff do not consider what children need to learn next. Staff do not extend children's learning as they play.

For example, children line up toy cars. They try and interact with staff who say 'that's good' and then turn away to speak to other children. Children use spray bottles with water.

Staff continually tell children to keep the bottles in one small area of the garden. They do not attempt to use these opportunities to extend children's learning.Planned activities are not organised in a way that allows children to fully participate.

For example, during a singing activity towards the end of session, children are called to leave the group as parents arrive to collect them. This deprives children of completing the activity and disrupts children's learning for those remaining.Children help themselves to resources from drawers in the playroom.

Staff take these away and tell them they cannot use them, which restricts opportunities for children to make choices about their play. Staff do not use the children's interest in the resource to extend their learning.Books are available in the setting but staff do not encourage children to read or support them when they show an interest.

This does not help children to develop a love of books.Staff do not have high enough expectations for children's behaviour. They do not consistently support children to develop an understanding of right from wrong and what is expected from them.

This impacts negatively on other children's enjoyment and learning.Staff do not support children's independence effectively. A lack of a coherent and consistent toilet training strategy means that children are not supported to develop and manage their personal care needs when they are ready to do so, and in readiness for school.

Staff support children to learn about healthy lifestyles. They ensure children wash their hands before eating. They provide children with healthy snacks and plenty of opportunities to be outdoors in the fresh air.

Parents comment positively about the staff and say their children enjoy attending the nursery.

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 at least one person who has a valid paediatric first-aid qualification is on the premises and available at all times when children are present 15/07/2024 put effective systems in place to ensure that any persons who may have regular contact with children are suitable 15/07/2024 ensure all required records are accessible and available for inspection 15/07/2024 improve the supervision of all staff to effectively monitor their teaching and practice in order to ensure that every child receives at least a good quality of care and education 15/07/2024 provide staff with effective coaching, training and support to improve their teaching skills, and help them to understand how to implement the curriculum and build on what children already know and can do 15/07/2024 ensure children's behaviour is managed effectively.15/07/2024 To meet the requirements of the early years foundation stage, the provider must: Due date devise and implement a broad, well-sequenced educational programme that builds on what children already know and can do and supports them to make the progress they are capable of 31/07/2024 support staff to plan activities, covering all areas of learning, that match precisely to children's learning needs and enable all children to participate fully 31/07/2024 monitor children's progress more frequently to ensure that any gaps in learning and development are swiftly identified and acted upon in a timely way 31/07/2024 devise and implement an effective programme of toilet training for when children are developmentally ready, to support their independence and readiness for school.

31/07/2024