Teeny Haven Limited

Inclusion: Urgent improvement

Leaders do not ensure children with special educational needs and/or disabilities (SEND) have their needs met effectively. They do not gather vital information about some children, including those who are known to social care, before they start at the nursery. This means they do not have the knowledge they need to support the children appropriately. Other professionals who work with children attend the setting on occasion. Leaders and staff liaise with them and gain some insight into children's specific needs. However, advice from other professionals is not always implemented into practice by staff. Some children do not have plans in place. Consequently, staff do not know what their needs are or how to support them to make progress. Where children do have plans, staff do not understand or implement them.

Leaders do work with the local authority, and attend training specific to supporting children with SEND. However, this is not having the desired impact in practice. Staff do, at times, sit with children with SEND and engage with them. They shake sensory drums that contain beads, which children enjoy watching. Generally though, children with SEND experience little interaction or learning opportunities. For example, staff follow children around the room, guiding them away from areas that are not suitable for them. There is little attempt to engage these children in learning activities.

Curriculum and teaching: Urgent improvement

Leaders do not implement a broad or ambitious curriculum for children. They do not have a secure understanding of what children need to learn. Staff are not skilled at teaching children. They provide resources for them, that are laid out in the environment, but there is little interaction from staff to teach children new skills. Babies have space to move around and have access to coloured balls and activity stands. They show some interest in these resources and discover how to open doors on wooden boards. This learning is, however, incidental, and not initiated by staff. Staff show some comfort to children when they become upset and sit them on their laps. There is little attempt to engage children in play. As a result, babies are often unsettled during their time in nursery.

The curriculum is not inclusive for all children. Those with special educational needs and/or disabilities spend time away from other children. They are not encouraged to take part in the activities on offer. Staff follow children around, watching what they do. Older children do not learn the skills they will need to prepare them for school. For example, some older children are placed into high chairs for mealtimes, and staff feed them. This does not teach children the social skills they need or help them to develop the ability to use cutlery to feed themselves.

Achievement: Urgent improvement

Children do not make the progress they are able to. Any progress they do make is due to their existing curiosity to explore the environment and the resources available to them. Children do not make sufficient progress in their communication development. Babies do not receive the interaction they need to learn new words. When they pick up books, there is little attempt by staff to read to them so that they hear language. Older children do hear language during their play, however, this is basic and does not correspond with their stage of development. For example, as children hold up a dinosaur, they are asked what sound this makes, roaring in response. They do not extend their language or learn more complex ideas.

Children lack independence. They do not learn to do things for themselves, such as eating meals independently. Children, including those with special educational needs and/or disabilities do not learn the skills they need to move on to school.

Behaviour, attitudes and establishing routines: Urgent improvement

Leaders and staff do not implement routines that help children to feel a sense of security. Children follow simple instructions and respond to staff when they are asked to sit for meals. They are not taught to use manners or given opportunities to learn the social skills for sitting with their friends. Children generally display suitable behaviour. However, they are not consistently taught about desired expectations such as sharing and taking turns. When children take toys from one another, staff find another toy to replace the one that was taken, rather than teach them how to take turns.

Staff do not form secure relationships with children. The key-person system is not effective. Children who are new to the setting do not have opportunities to build those important, early attachments. This leaves many children unsettled, with their emotional needs unmet. Children do not develop positive attitudes to learning. There is very little to motivate them or capture their interest. Those with special educational needs and/or disabilities are not supported to manage or regulate their emotions. At times when they become agitated, staff follow them around, rather than support them to feel calm and settled. Leaders have systems in place for monitoring children's attendance.

Children's welfare and wellbeing: Urgent improvement

Children's welfare and wellbeing is not assured. Weaknesses in the key-person arrangements, prevent children from developing safe and secure relationships with staff. Children with special educational needs and/or disabilities (SEND) are not supported effectively. A lack of secure relationships means that staff do not understand children's needs well enough to provide the support they require. When children become upset, they generally receive cuddles and comfort. Staff recognise when children feel tired and gently settle them to sleep. Staff provide calm and quiet areas for children to rest.

Children have opportunities to play outdoors. They enjoy using large climbing frames and smile as staff push them on swings. Leaders have arrangements in place so that children are generally provided with nutritious meals. However, during mealtimes, staff do not always supervise children appropriately. For example, they leave babies unattended at tables to complete other tasks. Children with SEND lie on the floor alone drinking from bottles of milk. This increases their risk of choking and puts children's health and wellbeing at risk. Additionally, staff do not promote healthy habits in respect of children having screen time. Babies are sometimes left to watch programmes on a computer tablet, while staff feed other children. All of these negatively impact on children's welfare and wellbeing.

Leadership and governance: Urgent improvement

Leaders have not addressed previous actions raised at the last inspection. They have not monitored the nursery effectively to ensure that improvements are made. This significantly impacts on children's experiences and the progress they make. Leaders have not addressed weaknesses in vetting procedures, which means the suitability of staff working with children still cannot be assured.

Leaders have not yet developed an ambitious curriculum so that children receive exciting and purposeful learning experiences. Additionally, staff do not receive the support and mentoring they need to ensure they have the knowledge and understanding to carry out their roles effectively and provide high-quality learning opportunities for children. This includes children with special educational needs and/or disabilities. Staff receive supervision with leaders, however, this is not effective in identifying and improving practice across the nursery. Staff comment that their wellbeing is supported by leaders.

Leaders fail to obtain and maintain records about children. This does not ensure the safe and efficient management of the nursery. Parents generally comment positively about the staff at the nursery. However, they do not receive important information about their children such as who their key person is. Leaders have not ensured that partnerships with parents are effective to promote the wellbeing of children.