Eden Park Nursery

Inclusion: Urgent improvement

Leaders and practitioners do not have robust procedures in place to identify children's needs and ensure that adequate support is in place. When children start the nursery, leaders do not respond in a timely manner to ensure procedures are in place for their development.

Children with special educational needs and/or disabilities (SEND) do not engage with activities. They move around the space while activities are taking place. Children with SEND are not included in the planned activities, which are not adapted for their needs. Children lay on the floor or hide behind high chairs. Children's behaviour disrupts activities and other children are unable to be involved with the learning and look around aimlessly instead. Leaders have not identified a named person to take the lead on the work of SEND. Leaders do not receive additional support and work with professionals to ensure they break down barriers to learning for children with SEND. Leaders do not engage with a variety of specialised people to share information about children's needs, in order to provide the specialist support for children with SEND.

Leaders and practitioners do not accurately identify the learning and development needs of children. This means that children with areas of learning that need improving, do not receive the targeted development from practitioners. Parents are not aware of targets and are not included in the decision-making about support for their children. Children with SEND enjoy moving their bodies to the music they can hear, during songs. While outdoors, they explore the environment and notice weather changes, such as when the wind blows.

Curriculum and teaching: Urgent improvement

Leaders implementation of the curriculum and children's routines are ineffective to promote development in children's learning. The curriculum is not ambitious, staff and leaders lack a depth of knowledge. The nursery's curriculum does not consider being inclusive to all children and how to challenge children to achieve more. For example, children colour in circles on worksheets but when children know the shape of a circle, teaching is not extended further.

Leaders and practitioners do not know children and what they can do. They do not sequence children's learning to support their progress over time. Leaders and practitioners' teaching does not break down the learning into small steps. When children explore textures, the same simple questions are asked to all children regardless of age or ability. Leaders and practitioners do not expand on topics to ensure that children learn more, when they are ready. There is no breadth of teaching, and activities are too simple for older children.

Practitioners do not ensure a wide range of language and vocabulary is heard by children at the setting. Children are not prepared for school, as leaders and staff do not plan and implement a curriculum that supports their progress from their starting points. Children show excitement for going outdoors and dancing. They enjoy being physically active and demonstrate that they know the dance routines well, moving their bodies in a range of ways.

Achievement: Urgent improvement

Children do not progress in their learning and are not supported to develop their knowledge and skills. Leaders do not plan the curriculum effectively to promote children's development in all areas of their learning. Leaders have very poor understanding of when children are developing at rates that need urgent support. Inclusive practice is poor and children who face barriers to their learning are not supported to make progress, as there is no access to a high-quality education.

Children do not have opportunities to focus their attention, as activities are short or not suitable for their age and stage. This means children do not learn how to give attention to a task. Children do not have a range of vocabulary and do not learn communication skills well. Leaders and practitioners do not promote children's sense of achievement in play. For example, children do not know when they have done well. Activities are not explained and the purpose is not clear, so children are not aware of what they need to do to succeed. Leaders and practitioners do not offer praise or feedback for a child's learning and development.

Leaders have low expectations of what children can and should achieve. Practitioners lack the ability to adapt teaching for children's age and stage. When outdoors, the bikes are not age- and stage-appropriate, leading to frustration when the children are unable to use them. This means children do not progress in their physical skills. Children are eager to try new experiences, such as mark making and are excited to talk about the marks they make.

Behaviour, attitudes and establishing routines: Urgent improvement

Leaders and practitioners do not respond to behaviour, such as children disrupting activities, and this hinders children's learning. Practitioners do not respond when children pull resources off a board during an activity about feeling objects. Practitioners do not explain the activity so children are able to understand how to explore the resources. Children walk away from the activity, as they lose interest. Children's needs, such as special educational needs and/or disabilities are not identified. This means children disengage with learning and do not develop motivation and a positive attitude to learning.

Children are persistently disrespectful to others and practitioners do not support children to understand why some behaviours are unacceptable. Children do not receive clear expectations of behaviour, and do not learn how to respect others. Leaders and practitioners do not engage parents in discussions about behaviour and have not made relationships with other agencies to support this. Leaders do not respond to concerns regarding children's attendance. They wait for parents to contact or they try calling them but this is not followed up if there is no answer. This means children could be unsafe or at risk and the nursery does not respond to keep them safe.

Leaders do not share information effectively with other nurseries that children transfer from, to understand and support their routines. The nursery has welcomed school teachers to attend the nursery, but they do not share detailed information to support transition. Key-person arrangements are not consistent and children do not develop secure relationships. Children's routines, such as sleep times are not linked to individual needs as practitioners do not know the children well enough. There are long periods of waiting for children and this results in disruptive behaviour, as children are unsure of what is happening next. For example, children bang on the doors to go outside. Children enjoy dancing to 'wake up, shake up' and they are excited to go outside when they are provided the opportunity.

Children's welfare and wellbeing: Urgent improvement

Leaders have not ensured that the key-person system is effective. Parents have not been informed of their child's key person. Leaders do not share information effectively with parents. This leads to leaders failing to know when children need additional support. Leaders do not share information with parents regarding their children's progress. They do not support parents to continue children's learning at home.

Risk assessments are not undertaken to ensure spaces like outdoors are safe for children to play. The outdoor play area has seeds on the floor that have fallen from a cherry tree and children pick these up and put them in their mouths. Children's outdoor and indoor play is not appropriate with enough challenge to develop their learning.

Leaders and practitioners do not work in partnerships with previous nurseries that children attend, in order to support their transition. Children are not prepared for their transition to school and leaders do not share detailed information with schools regarding children's development. Leaders and practitioners do not explore the effect of physical activity on their bodies. Water is not accessible for children to independently help themselves to, when they are warm. Children enjoy physical activity during the day and dance to songs. Children generally enjoy snack and meal times with their peers.

Leadership and governance: Urgent improvement

The provider fails to have effective oversight of the leadership of the setting. Leaders and practitioners do not receive supervision, coaching, mentoring and training to ensure that they have the knowledge to provide a quality education for all children. Leaders do not understand the requirements and training that staff need in order to be in their roles. This means the organisation of the nursery is not clear and is ineffective in achieving successful outcomes for children.

Leaders do not support staff to develop their knowledge and understanding of children's development, in order to improve outcomes for children. Leaders do not make decisions in the best interests of children who face barriers to learning. Leaders do not have a clear understanding of their strengths and areas for development and have failed to identify and address significant breaches to the statutory requirements.

Leaders do not ensure that staff who lead safeguarding understand and implement their roles and responsibilities to protect children's welfare. Leaders are not knowledgeable enough about their statutory duties such as ensuring there is a named special educational needs and/or disabilities coordinator, monitoring attendance, safer recruitment and safeguarding procedures. Leaders do not ensure that staff complete effective risk assessments to remove or minimise risks to children's safety.

Leaders do not ensure that practitioners work well in partnership with parents and share information about their child's learning and support them to extend children's learning at home. This means children do not make progress in their learning. Leaders ensure staff feel valued and supported with their wellbeing.