Fairfield Education & Childcare

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is inadequate

The provider has not ensured that named staff have attended a child protection training course that enables them to identify, understand and respond appropriately to signs of possible abuse and neglect. Therefore, staff do not receive ongoing support, advice and guidance on any safeguarding issue. The provider has also not ensured that there are secure systems in place to check the ongoing suitability of staff, or that vetting processes are robust and up to date.

This compromises the safety of children. The provider has not ensured that supervision arrangements are consistent or that they are used effectively to support s...taff to implement the curriculum and raise the quality of learning. Consequently, the curriculum is inconsistent and lacks ambition for children.

The setting has implemented a key-person system, and staff work hard to build secure relationships with children. They show a caring approach and can demonstrate their knowledge of children's likes, dislikes and current stage of development. This helps them to provide activities that children enjoy and engage with.

Children are happy and settle quickly. Staff consistently model caring behaviour. They encourage children to use 'kind hands', and they share ideas with parents to help them support positive behaviour at home.

Children use good manners, and even children with less language are taught to sign to express 'please' and 'thank you'. Staff use learning from specialists, such as physiotherapists, to inform their planning. As a result, some adult-led activities, especially those planned for children with special educational needs and/or disabilities (SEND), have a clear focus for children's learning.

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

The provider has not ensured that all staff have a robust knowledge and understanding of the safeguarding policy and procedures. Some staff do not have a secure knowledge and understanding of how to identify concerns relating to the welfare of children or how to respond to these in a timely and appropriate way. While the setting has taken some action to address staff training, this is not swift, robust or embedded.

This compromises the safety of children.On the day of the inspection, details of all staff's enhanced criminal record checks were not easily accessible and available. The provider took immediate action, and this was resolved.

However, checks for the ongoing suitability of staff are not effective. The provider does not follow secure vetting processes to ensure that staff continue to be suitable for their role.Staff share the same intent for children's learning.

They review the curriculum and use their knowledge of the current cohort of children to prioritise areas of learning. For example, they have identified the curriculum is not supporting children's learning of mathematics. However, the provider does not ensure that prompt action is taken to bridge these gaps and improve the outcomes for children.

The curriculum is not ambitious or well sequenced. As a result, much of children's learning is incidental. Some small-group times and one-to-one activities are targeted to children's needs.

During these times, children remain engaged in learning. However, these opportunities are not consistent to help children make good progress.Hygiene routines are in place, and these are followed effectively.

Children show their skills of independence as they wash their hands before eating and after using the toilet. Staff follow hygiene procedures, and the areas used for children to play and eat are clean and free from hazards.The provider has some structures in place to support staff's well-being and development.

Arrangements for supervisions are used to support and encourage staff. However, the provider has not acted on the recommendations of its last inspection. Supervision of staff is not used effectively to identify next steps for staff development, to help improve the learning outcomes for children.

Children's physical development is supported. Children have the opportunity to practise skills such as jumping, balancing and crawling. Children benefit from space and time to build their large muscles.

Staff use songs and stories with children throughout the day. Children are thrilled as they bang on drums and use shakers. Some children repeat familiar phrases.

Children with less language are encouraged to join in the actions to songs. Children hear new language, and they use their memory to recall familiar songs and phrases.The setting makes timely referrals to access support for children with SEND.

Partnership working with agencies who support children with SEND is secure. For example, the setting works closely with specialists and advisers to plan care and learning for children with SEND. In addition, the setting has close working partnerships with the on-site school.

For example, children go with staff to visit the school. They meet the teaching staff and see their new classroom.

Safeguarding

The arrangements for safeguarding are not effective.

There is not an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage and Childcare Register the provider must: Due date ensure that the designated safeguarding lead practitioner has attended child protection training that enables them to identify, understand and respond appropriately to signs of possible abuse and neglect 12/10/2024 ensure all staff have a secure knowledge and understanding of the safeguarding policy and procedures, and that staff can identify signs of possible abuse and neglect at the earliest opportunity, and to respond in a timely and appropriate way 12/10/2024 ensure that all staff continue to be suitable to fulfil their roles and that secure vetting processes are in place.12/10/2024 To further improve the quality of the early years provision, the provider should: nimplement improvements where gaps in the curriculum are identified, such as learning about mathematics, to support children's learning nenhance learning experiences so they are targeted effectively to build on what children already know and can do, so that children are consistently supported to make good progress provide systems to identify next steps for staff learning, that focus sharply on raising the quality of teaching and outcomes for children.

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