Small Talk Nurseries Ltd.

Inclusion: Urgent improvement

Leaders do not ensure effective arrangements are in place to support children with special educational needs and/or disabilities (SEND). They do not identify when children are at risk of delay in their learning and development. Children with SEND do not receive the targeted support they need. Leaders refer to outside agencies to seek help and guidance. However, they do not ensure they act on advice given. Leaders do not support staff to implement agreed plans to promote progress in learning and development.

Although staff are aware of children's specific targets, they do not receive the support they need to help children achieve them. Specific needs are identified for some children, for example, when children would benefit from the use of visual timetables, or simple sign language. However, staff do not have the necessary skills or resources to implement the strategies required. Children do not receive an appropriate level of support to meet their individual needs. They are often left to wander around for periods of time. Leaders do not demonstrate that they use additional funding appropriately. This does not help to support children's learning and development and meet their individual needs.

Curriculum and teaching: Needs attention

Leaders have not ensured that the curriculum is designed and implemented effectively enough to support all children's progress, including children with special educational needs and/or disabilities, across all areas of learning. They do not consistently ensure that planning and teaching for older children are sufficiently ambitious or well matched to children's ages and stages of development. Staff working with pre-school children do not plan sufficiently to build on what children already know and can do. Some activities set out are mundane and uninviting.

Outdoor activities are not adapted to inspire and motivate children. As a result, although children are generally occupied, pre-school children do not sustain deep engagement in learning. Staff's approach to promoting children's language skills is inconsistent. They do not provide consistent support for older children to help all children develop their communication skills.

Teaching is more effective for younger children. There is a positive focus on promoting children's early literacy skills, with books and songs being integral to the day. Children's physical development is promoted well. For instance, younger children delight as they jump and reach out to catch bubbles. Children enjoy rolling and moving their bodies in ball pits.

Achievement: Needs attention

Some children, including those with special educational needs and/or disabilities, are not always sufficiently well prepared to move on to the next stage in their learning. Children are only given forks to eat some meals. As a result, they use their hands and fingers to eat. This does not support them to learn how to use cutlery correctly. Some older children do not develop confidence in speaking and using new vocabulary to communicate.

Despite these weaknesses, when appropriate activities are set out, children generally show positive attitudes towards learning. Children are developing early mark-making skills. Older children copy letters in their name. Children demonstrate some early mathematical skills, such as counting in sequence and using size language. Older children use the toilet independently and make choices in their play. Children make progress in physical development skills. Younger children show interest and fascination as they make and manipulate dough, which supports their small muscle skills.

Behaviour, attitudes and establishing routines: Urgent improvement

Staff do not support children with special educational needs and/or disabilities (SEND) to engage in daily routines. They do not consistently use the recommended aids to support children's transitions, such as visual cues and visual timetables. Staff do not support children to understand what is happening next. This does not help children to understand and follow daily routines.

Leaders have devised a policy to monitor attendance and to follow up on any unexplained absences. However, leaders and staff do not implement this policy. The rate of attendance for some children is sporadic. Systems to evaluate children's attendance are weak. Leaders do not tackle poor attendance or support families when children's attendance raises concerns. This places children at risk of harm.

Staff are sound role models for children. They treat children with care and respect. Most children demonstrate a positive attitude to play and learning. Staff provide appropriate support to children to help them to understand rules and boundaries. Overall, children behave well and develop positive relationships with their peers. Children learn to take turns with resources and play cooperatively with their friends.

Children's welfare and wellbeing: Urgent improvement

Risk assessment is poor. Leaders do not ensure that staff have the knowledge and skills necessary to identify risks and hazards to children's safety. Staff confirm in written documentation that risks have been assessed and minimised. However, children are exposed to risks of choking and strangulation from burst balloons and strings in some play rooms.

Leaders do not ensure that effective policies, procedures and practice are implemented to promote children's health and welfare. As a result, children do not learn how to keep themselves safe and healthy. For instance, before a walk to the local park, staff identify that the safest way to cross a busy road is to use the zebra crossing. However, when the walk takes place, staff take children across the road at a busy roundabout and not at the nearby crossing. This exposes children to significant risks, such as oncoming traffic.

Staff provide some support to help children understand their emotions and feelings. Younger children are asked how they are feeling by pointing to a sad or happy face. Children choose the sad face and say they are sad because they want their mummy or want to go home. Key persons get to know the children and their families well. Staff give cuddles and reassurance to children who are new to the setting.

Leadership and governance: Urgent improvement

Leaders have consistently failed to meet the Statutory framework for the early years foundation stage (EYFS) to keep children safe. Leaders continue to have a poor oversight of staff practice and the quality of the provision. They do not identify weaknesses or take sufficient action to improve the quality of education and care. This means that leaders do not act in all children's best interests. There are ongoing, significant failures in the provider's ability to meet the prescribed EYFS requirements to keep children safe. Leaders do not ensure that children benefit from an effective educational programme that prepares children, including those who may face barriers to their learning, for their next stage of education, including school.

There are significant failures in leader's and staff's knowledge and understanding of risk assessment. As a result, children are at risk from hazards in the environment and from serious injury when crossing roads on outings. Leaders' systems for the monitoring of Disclosure and Barring Service checks for adults working on the premises are not carried out in a timely manner. Leaders did not undertake and record all of the required checks until the day of the inspection. Although staff benefit from some supervision and training, this has not been effective enough to promote sufficient understanding of safeguarding and risk assessment processes. This indicates that there is a closed culture of safeguarding that results in children's safety and welfare being put at risk.