Kangaroo Pouch Brierley Hill

What is it like to attend this early years setting?

Children at this nursery are at risk from hazards that leaders and managers fail to remove or minimise. In addition to this, they fail to ensure staff are deployed effectively to ensure children's individual needs are met. This compromises the safety and welfare of children.

The quality of teaching is poor and, as a result, children do not make the progress they need to prepare them for their eventual move to school. Staff do not plan a curriculum that is exciting and challenging. For example, staff give older children pre-drawn pictures of daffodils and only provide one colour of paint for children to use. When children attempt to add other pre-cut flower shapes to their picture, staff tell them they have put them on the wrong way and take the flowers off and replace them. This does not motivate or engage children in purposeful play opportunities. As a result, children lose interest and display unwanted behaviour.

Despite these weaknesses, children appear happy and settled at the nursery. They form close bonds with staff. Children who become upset readily accept cuddles and comfort from familiar staff. This helps to promote children's emotional well-being. Children develop their physical skills. They enjoy climbing on indoor climbing frames and negotiating space on bikes in the outdoor area.

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

• Risk assessment in this nursery is poor. Leaders and managers do not ensure risks are identified and removed or minimised. They fail to consider the risks of food that is too hot being served to young babies. This puts children at risk of burns and scalds.
• Although there are enough staff present, leaders do not deploy them effectively to meet the needs of the children. Staff who do not have the relevant experience or qualifications are left to supervise babies at mealtimes. This means the individual needs of children are not always met.
• The quality of education children receive is poor. Weaknesses in planning mean that children spend little time engaged in purposeful play opportunities. For example, staff plan a threading activity for toddlers to develop their fine motor skills, but only provide one piece of string for the children to thread the items onto. This results in the children losing interest and leaving the activity. Staff organise a mark-making area for pre-school children to practise their early writing skills. However, they do not ensure there are suitable pens, pencils or other mark making equipment available for children to use. These weaknesses hinder children's learning.
• Staff do not use assessment to establish what children already know and can do or to help identify what children need to learn next. This means that children are not supported to make the progress they are capable of.
• Staff do not manage children's behaviour effectively. When children demonstrate challenging behaviour, staff either ignore it or merely say 'no thank you'. This does not help children to learn the rules of good behaviours.
• Parents are generally happy with the care their children receive. They say that their children enjoy attending. However, parents do not receive regular information about children's current and future learning needs. This does not help parents to continue to support their children's learning at home.
• Staff encourage children to develop their independence. Children happily help with tasks, such as setting the table before snack time. Staff encourage children to manage their own personal care needs, such as washing their hands before meals and using the toilet independently.
• Children's communication and language skills are generally fostered effectively. Staff engage children in meaningful conversations and discussions throughout the day. Staff share stories and books with babies. Children enjoy joining in with songs and rhymes. Older children readily engage in discussions with visitors.
• Overall, safeguarding is not effective due to risks within the environment not being effectively managed. Having said this, staff have a good understanding of the procedures to follow to report concerns about children's welfare should they need to do so. They also have a good understanding of the steps to take should an allegation be made against a member of staff.