Ducklings Childcare

Inclusion: Needs attention

There are weaknesses in the planning of activities that impact on the learning and development of all children, including those with special educational needs and/or disabilities (SEND). While there are effective arrangements to identify children who face barriers to their learning, the lack of precision and challenge in the curriculum means that children's individual learning needs are not consistently supported. Leaders and staff put in place and review targeted support plans for children with SEND to meet their care needs and enable them to join in with activities. However, there have been recent changes in staffing that have had an impact on the implementation of these plans and partnership working with parents, carers and other agencies. Leaders are continuing to support newer staff to further embed the support and strategies for children with SEND.

Leaders and staff ensure inclusive care practices for children with SEND. For example, some staff have received targeted training to support their knowledge of caring for children with specific SEND needs. Leaders have purchased special water cups to support children's medical and care needs. Staff use sign language or picture cards to support children to communicate and be understood.

Leaders use early years pupil premium funding to purchase books and storytelling devices. These help to support children's language development. Leaders use funding to pay for external coaches and teachers to provide football and dance sessions for children. They understand the value these sessions provide for children who may not have access to these experiences outside of the nursery. Children who are known to, or previously known to, children's social care receive one-to-one time with staff, to support their individual needs. Leaders target the use of disability access funding to provide speech and language therapy sessions for children.

Curriculum and teaching: Needs attention

Leaders do not ensure that staff's delivery of the curriculum is sharply focused on the key skills and knowledge that children need to learn next. Staff have some knowledge of children's next steps in development. However, the implementation of the curriculum does not consistently support children to make suitable progress towards these milestones. For example, while children enjoy scooping sand in the sand tray, staff are not clear on the precise skills or knowledge that they want children to gain from this experience. Children benefit from fresh air and exercise as they play football or ride wheeled toys in the spacious outdoor area. However, staff do not ensure that the planning for children's learning outdoors is focused on their next steps in development.

Leaders recognise that recent changes in staffing and a lack of staff supervision have had an impact on staff's confidence in planning for children's learning. They outlined their plans to continue to support and train staff in the implementation of the curriculum. However, there are currently no effective arrangements in place for the supervision of staff to ensure that they receive the necessary support to improve their practice.

Some approaches to promoting children's language development are successful. Staff play alongside children and engage them in conversation. Staff working with babies use simple words and phrases to support their understanding. Staff support older children to play together with others and use their imagination.

Staff use a 'now and next' timetable system to support children with special educational needs and/or disabilities to understand daily routines. They use special lanyards that display different feelings. Staff use these to support children's understanding of how their actions or behaviours impact others. This helps to support children's emotional regulation.

Achievement: Needs attention

Children, including those with special educational needs and/or disabilities, do not consistently make the progress that they are capable of. Although they enjoy exploring the toys and resources and their interactions with staff, the activities and experiences do not consistently build on what they already know and can do. This means that, at times, children's learning is incidental and lacks clear purpose.

Overall, children make adequate progress in their communication and language skills. For instance, babies begin to say simple words, such as 'ball' and 'donkey'. Toddlers begin to say 2-word sentences as they share their thoughts and feelings.

Older children know how to use cutlery at mealtimes to cut their food and feed themselves, and become independent in their toileting. Children follow instructions and listen well to staff. They remain engaged in their play for long periods, and, overall, develop the necessary personal and social skills that they need for the next stage in their education.

Behaviour, attitudes and establishing routines: Expected standard

Children enjoy exploring the learning environment and playing with their friends. They show positive attitudes to persevering and concentrating on tasks and activities that interest them. Staff support children well to learn how to share and take turns with the toys. They invite children to help with small tasks to develop their sense of responsibility. Staff promote good manners, such as saying please and thank you. They regularly praise children for their efforts.

Leaders and staff put in place carefully thought-out settling-in and transition routines. This supports babies and children to settle in well when they first begin to attend, or move rooms within the nursery. As a result, all children, including those with special educational needs and/or disabilities (SEND), show that they feel settled in the care of their key persons.

Leaders promote the importance of attendance to parents and carers, and most children attend regularly. Leaders use additional funding for children with SEND to offer extra sessions. This ensures that children and families maintain positive routines to support their needs and prepare them for starting school.

Children's welfare and wellbeing: Needs attention

Overall, leaders and staff promote children's safety during mealtimes and daily routines. However, they have not risk assessed how to keep children safe during some play activities. Staff set up activity trays for babies and young children with foods such as dry cereal. Babies place the food in their mouth as they play. Although children remain in sight and sound, staff do not identify or intervene when children crawl with food in their mouth. This poses a choking hazard and does not fully promote children's safety. Leaders addressed this during the inspection and took action to ensure that children were seated and adequately supervised while taking part in this activity. Leaders acknowledge that staff need further guidance to risk assess activities to ensure children's ongoing safety.

Leaders do review and consider how to improve the health and wellbeing of children in other ways. For instance, they have improved the nursery menu and no longer serve sugary desserts to children. Staff support children to take part in daily toothbrushing sessions. This supports children to develop good oral health habits. Staff support children to wash their hands before sitting down for meal and snack times. Leaders recently reviewed and strengthened safer sleep routines for babies.

Leadership and governance: Urgent improvement

Leaders have not ensured that staff receive regular supervision sessions, and this is a repeated breach of requirements. Actions relating to the supervision of staff have been raised with the nursery previously. This has an impact on staff's ongoing practice, wellbeing, and confidence in raising issues. Additionally, this has contributed to other weaknesses in the nursery. Leaders did not previously identify that some activities were not adequately risk assessed or supervised by staff. Leaders have not supported staff to develop an ambitious curriculum with a clear focus on what children need to learn next.

Leaders have also breached their other legal duties in relation to staff's employment rights. This has further impacted staff's wellbeing and retention. Leaders have taken appropriate action to ensure that ratio requirements continue to be met. They have outlined how they will prevent further breaches to staff's employment rights. Leaders are working hard to recruit new staff members.

Leaders recognise the improvements that need to be made. They are working with early years advisers from the local authority to put in place improvement plans. Leaders support staff to access other professional development opportunities. For example, some staff have taken part in training on supporting children's mathematical development. Leaders work alongside staff and children to increase their oversight of the nursery and staff's practice.

Parents and carers say that they appreciate the support and kindness shown by staff and leaders. They attend regular parents' meetings to keep up to date with their children's experiences at the nursery. Staff send home activity ideas for parents to support their children's learning at home.