Childcare Inspection Report on

Rhiwbina Baptist Church Nursery

Rhiwbina Baptist Church Lon Ucha CF14 6HL

Date of Publication

Thursday, 25 January 2018 © Crown copyright 2017. You may use and re-use the information featured in this publication (not including logos) free of charge in any format or medium, under the terms of the Open Government License. You can view the Open Government License, on the National Archives website or you can write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: [email protected] You must reproduce our material accurately and not use it in a misleading context. Description of the service Rhiwbina Baptist Church Nursery operates from Rhiwbina Baptist Church in the city of Cardiff. They are registered to care for up to 30 children at any one time. A person in charge has been nominated to oversee day to day management and Sarah Elson is nominated as the Responsible Individual. Care is available from 9:05am until 12 noon, Monday to Friday during term time. There is an optional lunch club available for children attending the local school. This operates from 12noon until 1pm. They utilise two community rooms, bathroom facilities and an enclosed outdoor area. The service is delivered through the English language.

Summary of our findings

1. Overall assessment The service provides a good variety of fun and interesting activities for children who enjoy the time they spend with their peers and the adults who care for them. The environment is suitable for children attending and they have access to a well resourced outdoor space which provides excellent opportunities for children to play learn and develop. Leaders and staff are motivated and seek ways to review and improve their practice

2. Improvements

This is the first inspection of the service

3. Requirements and recommendations We made some recommendations relating to activity planning, maintaining and reviewing records and safeguarding arrangements. Further details are outlined throughout the report and summarised at the end.

Page 1 1. Well-being Summary Children are confident and competent learners. They are inquisitive and comfortable to have their say. Nearly all children were able to tell us about their nursery, what they like and what is important to them. They have developed strong relationships with other children and the staff. There are some good opportunities for independence. Children are learning and developing because of the range activities and opportunities available to them. Our findings

1.1 To what extent do children have a voice? Children make choices and decisions. They have opportunities to play indoors and outside as they choose. We saw a good selection of planned activities and resources which they could select from. At snack time, children are provided with options and have a choice of water or milk to drink. Most children make their views known and join in enthusiastically with group activities. As an example, during a circle time activity, the staff used a puppet to ask the children what they enjoyed doing that day. This encouraged many children to share their views. Children’s opinions are also sought through the use of pictorial questionnaires. We examined a sample of these and found that children had shared their likes and dislikes about the service. They are listened to and their decisions are respected. We heard one child telling a member of staff that they did not want to take part in an activity and this was acknowledged. Another child asked, “can you get me a pram?” and this was provided from a store room.

Children express their views and know that they will listened to.

1.2 To what extent do children feel safe, happy and valued? Children are settled and cope well with separation from their parents. As children arrived at the nursery they fondly greeted the staff and quickly settled in, showing familiarity with the routines. During circle time, each child was given an opportunity to join in and take part in a variety of ways. We saw children enjoyed singing, sharing their news and participating in some music and movement. The activity was concluded by them giving thanks to their family or something of meaning to them which was acknowledged by the group. We spoke to four children who told us who looked after them at nursery and what their favourite things were. They were all happy and they called the staff ‘aunty’ followed by their Christian name. We saw that some children frequently embraced staff or made contact with them showing they had developed a sense of security with their key workers.

Children have a sense of belonging at the nursery. They are happy and feel valued.

1.3 How well do children interact? Children enjoy each others company. They have formed friendships and show concern for each other. We heard a child ask, “shall I help you?” when another child was tidying away some soft toys and this was accepted warmly. Another child gave their friend a hug and told her “I missed you!” They smiled and giggled together. Children are kind and use good manners frequently. We often heard phrases such as

Page 2 ‘please’ and ‘thank you.’ During the morning, children showed respect for the resources and routinely shared items.

Children co-operate, take turns and express their feelings to their friends.

1.4 To what extent do children enjoy their play and learning? Children enjoy the wide range of play and learning activities available to them. Many children laugh, giggle and have fun as they interact. We saw a group of children enjoy a singing and dancing session where they pretended to be an animal. This kept their interest for some time. Children benefit from having free flow play to the outdoors for large parts of the day and for some children this was an area of great interest and enjoyment. Children told us they liked playing with Peppa pig, being outside, making things with play-doh, singing and painting. One child told us they “have lots of fun” and another said “I like to come to nursery”. It was evident that children were rarely unoccupied and they were interested in the activities available.

Children are active and curious learners who join in enthusiastically.

1.5 How well do children develop, learn and become independent? Children have a good variety of experiences, including self directed and adult led play. They learn informally through the play opportunities they take part in. Children were familiar with incidental Welsh and some used basic Welsh phrases, colours and numbers. Activities available were topical and children experimented in the role play area with items familiar with everyday living. We saw children taking care of baby dolls where they fed, clothed and put them to sleep. They used real carrots in cookery role play, which they pretended to cook on the hob. We heard a lovely conversation between two children who were pretending to ‘bake cakes’ with play-doh and cupcake cases. They used a range of vocabulary to describe how they could do it, with one child stating “we need to mix, stir, and cook them.” Some children are highly independent. They put their own coats on before going out to play and return them to a peg when they are indoors. Children wiped their own noses using the mirror and tissues provided. Most children were competent in using the bathroom independently or with little support and they nearly always remembered to wash their hands afterwards. During snack time there were missed opportunities to increase the children’s independence as snacks and drinks were served to them. Some children instinctively tidied away afterwards showing they needed little encouragement to do things for themselves.

Children are confident and independent learners. They would benefit from additional opportunities to do things for themselves in particular at snack time.

Page 3 2. Care and Development Summary Staff understand the policies and procedures for the service and nearly always follow the guidance available to them. They should seek ways to strengthen activity planning to show how the seven areas of learning are covered each week and any learning should link to the children’s developmental files. Staff know children well, they support them to achieve their potential and identify where things need to change. Our findings

2.1 How well do practitioners keep children safe and healthy? Staff understand and implement the service policy’s and procedures. We spoke to staff who were able to tell us about important policies which help keep children safe and healthy. They referred to a social media policy and explained the security measures in place for using mobile phones and when taking photographs with the camera. Staff were aware of the nominated safeguarding officer and they told us they would raise any concerns immediately and they would keep all information confidential. Some staff were familiar with the Prevent Duty (this is a statutory duty on providers to prevent children from being drawn into extremism) but they did not have a policy or procedure to follow. We discussed this with the Person in Charge who told us there was some information available and she would be developing a policy.

There are procedures in place to maintain health and hygiene standards. We saw staff cleaning tables thoroughly before snack time and children were reminded to wash their hands before eating and after toileting. One member of staff asked a child to cover their mouth when they coughed and explained why this was important. The children nearby listened and undertook some ‘practice’ coughing showing they had listened. One child was not feeling well and staff comforted them, checked their temperature and took measures to cool them down before making them comfortable on a sofa bed. The child’s parent was telephoned to collect the child to reduce the risk of spreading any infection and to ensure the child received the care they needed. Snacks provided were mostly healthy however children did enjoy some treats. The nursery has not signed up for any healthy eating awards or promotions but they told us they provide well balanced snacks.

Staff hold relevant first aid certificates and are they sensitive when responding to children’s needs. We examined a range of accident forms and found that not all of them were fully completed. Some lacked details which staff should have completed and others did not have a parents signature. We also noted that pre existing injuries were not always recorded. Staff had questioned parents when a child presented to nursery with an injury but had not recorded the details. We discussed these matters with the person in charge and deputy who told us they did not have a system to monitor accidents and incidents and review the forms compiled. They agreed they would take action to remedy this.

Staff understand their roles in relation to safeguarding arrangements. They must ensure that all documentation relating to accidents is fully completed and leaders should ensure they establish a system to monitor accidents and incidents.

Page 4 2.2 How well do practitioners manage interactions? Staff routinely praise positive behaviour and interactions, in a manner that encourages children to do more of the same. As an example, during circle time, a child did not mind that a different child had occupied the seat they were sitting on prior to taking their turn. The child returned to an empty seat and a member of staff noticed this and said, “well done for being so easy going! You found yourself another chair.” Children observed this praise and responded when similar situations arose. Unacceptable behaviour is challenged in a sensitive manner. Staff explain why particular behaviour is not wanted and encourage children to be kind, considerate and caring. The behaviour management policy includes strategies for anti bullying and guidance for staff to follow. Staff told us that the children are kind, well mannered, polite and a pleasure to care for but the policies are available to guide them, should they need them.

Staff work in line with the service’s behaviour management policy and demonstrate a consistent approach

2.3 How well do practitioners promote children’s play, learning and development and meet their individual needs? Staff provide a range of activities and play opportunities which enhance children’s development. However, activity planning and children’s developmental records could be strengthened. We saw various elements of how staff plan for children’s learning and we found their methods complicated and time consuming. Staff planned activities for set themes e.g. Christmas. They also planned individual activities which considered some of the areas of learning. A rota indicated which staff should focus on each week. There was not a clear overview of how the seven areas of learning are covered. We discussed our findings and recommended they consider how this can be simplified to show how the seven areas of learning are planned for each week. There is a strong emphasis on outdoor learning. A specific planning sheet for outdoors is completed each week. We saw staff had prepared the activities in line with this and children were enjoying making tree decorations from pine cones along with other sensory play activities. Basic children’s developmental files are maintained. A baseline assessment is completed shortly after enrolment which covers social and emotional, physical and linguistic development. Art work is included throughout the year. Observations are not undertaken and recorded unless staff feel there is an area of particular need. We saw examples of the children’s files and found that some contained individual play plans. The current system is not in line with the Foundation phase, seven areas of learning and does not routinely identify the next steps in learning. The activity planning is not informed from information obtained through observations of children’s learning.

Staff provide opportunities for play, learning and development which children benefit from. We recommended a review of the current systems in place for activity planning and developmental records to ensure individual needs are identified and the next steps are planned for.

Page 5 3. Environment Summary The environment is safe and suitable for the care of children. There is a good use of the space available with excellent resources which enhance children’s learning through play. The whole environment is welcoming and provides children with a sense of belonging. The outside space is very well used and offers broad range of play and learning opportunities. Records relating the environment are well maintained and up to date.

Our findings

3.1 How well do leaders ensure the safety of the environment? We examined a sample of risk assessments and found these were appropriate and dated when they were last reviewed. The forms identified any potential risks and how they would mitigate against them. A more detailed form was used for some riskier activities such as taking children to a local community café. In addition to formal risk assessments the staff undertake a combination of daily, weekly, monthly and yearly overall checks in relation to the service. We saw safety certificates for the annual gas check, electrical service and portable appliance tests. Staff told us how they undertake fire drills and we saw from the log it was routinely practised so children are familiar with the drill. A secure door prevents any unannounced visitors and all visitors are required to sign in and out of the service in a book, which was maintained well.

Cardiff’s regulatory services (environmental health) recently visited and awarded the service a score of 5. We saw that infection control measures are considered with clear guideline produced for staff. Information on allergens is displayed and available to parents and we saw this is considered when preparing snacks. Guidance is provided for parents in an effort to avoid high risk items such as nuts in children’s packed lunch. Throughout the inspection we saw staff remained vigilant and acted quickly to remove any potential risks to children. For example they swept and mopped up spills and encourage children to tidy away some items when the floor became cluttered.

Staff ensure the premises are kept safe, secure and free from unnecessary risks to children.

3.2 How well do leaders ensure the suitability of the environment? The environment is bright and colourful. The children’s work and photographs of activities they have completed are displayed around the nursery. We also saw a range of photographic evidence showing the range of activities that children had participated in over the year, for both outdoors and inside. Areas within the nursery are often changed and fit with their current theme. It was evident that children benefit from the layout and the varied use of areas within the service throughout the year. Most resources are stored at a low level which was accessible to children. Some resources are labelled making it easy to identify with. This could be extended further which will increase children’s independence. The children’s bathroom is easy to access and suitable for use by young children with low level sinks, child sized toilets and good hand drying facilities. There is access to an office for confidential conversations and records are kept securely.

Page 6 Staff ensure children can explore the environment freely and they modify areas to suit the changing needs and interests of children.

3.3 How well do leaders ensure the quality of resources and equipment?

The service is very well resourced. The quality of the equipment is good and forest school activities are embraced. These included opportunities for children to toast marshmallows, play with a mud kitchen, gardening, outdoor story time, sand and water play, mini beasts, construction resources and many physical activities. Resources outside are excellent and cater for children of all abilities and interests. We saw the outdoor play areas were zoned for different play types which included, sensory play, construction with crates and other materials, play house for role play, balance bikes and wheeled toys, evidence of previous planting, craft and free play space. Appropriate wet weather clothing is available for children. Indoors the areas are planned with consideration to their ‘policy for play equipment and resources’ which covers a wide range of factors. These included, considering the type of furniture, how to facilitate movement, decorating, safety, security, observing, the range of equipment, sufficient quantity, along with community involvement. Most staff have worked in the service for many years (prior to this current registration) and they told us they use their previous experience to know what works well in this environment.

The quality of resources and equipment is excellent.

Page 7 4. Leadership and Management

Summary The service has been operational for many years but re-registered in March 2017 as an organisation. The committee are well established and are keen to develop the service further. There are good links to the community and both staff and parents speak highly of the service. Our findings

4.1 How effective is leadership? The leadership and management of the service is developing well and there is a good understanding of the requirements to meet the Child Minding and Day Care () Regulations. We made some recommendations in this area. The Statement of Purpose was available and accessible. This document should be dated to show when it was last reviewed. A basic operational plan was in place but this could be further developed to include more information on how the service is operated. Robust safeguarding procedures are in place and high regard to staff training was evident. However, we noted that the person nominated to deal with safeguarding matters is neither a member of staff nor a committee member. This is not appropriate and should be reconsidered immediately. We were given assurances that the person would be joining the committee imminently and the service would notify CSSIW in due course. Policies and procedures were due to be reviewed in September 2017 but this had not been completed. Care should be taken to review the policies in line with the services own deadlines and annually where specified by regulation. A public liability certificate and a range of useful information is displayed for parents and visitors on a notice board. Most of the routine/daily documentation examined was well kept, easy to read and retained securely

Leadership is good but there are areas for improvement. The service is receptive to feedback and keen to develop standards.

4.2 How effective is self evaluation and planning for improvement? A quality of care review will be undertaken in the next few months. The service is familiar with this requirement as they have previously undertaken reviews before a change in their registration. They are aware of the need to include views from parents, staff, professionals and children when undertaking the review and there are good systems in place to capture this information. A complaints policy is in place and no formal complaints had been recorded. Minor comments regarding a change in operational hours were noted. The service is a member of an umbrella organisation whom they seek advice and guidance from where needed. We saw a large quantity of thank you cards with lengthy messages of gratitude included from parents who have used the service. One parent stated; “thank you for being such a key part in her development she has flourished in your care” The person in charge retains these as well as the services own questionnaires to assist in any formal evaluation. Staff told us they discuss any feedback, comments and changes at meetings to inform any changes they may need to make. In addition to this some staff have undertaken a ‘reflection practice in pre-school’ course and we saw they had used this knowledge

Page 8 and the tools available to reflect on some of the areas in the nursery. The reflections sheets show how they consulted with children and took action to improve the quality of the play and learning experiences.

Planning for improvement is given high importance. Staff value the feedback they receive and use it to plan ahead.

4.3 How effective is the management of practitioners, staff and other resources? Staff are supported in their roles and feel valued. They told us that they had good induction and know what to do if they needed support with any aspect of their job. We saw from staff files examined that leaders implement regular supervision sessions with staff and undertake an annual appraisal. Staff are encouraged to consider training needs and a plan for the year is developed. Throughout the year weekly team meetings are held, which give staff the opportunity to discuss operational matters, share ideas and raise any concerns. We saw a sample of notes from these meetings and found they were a good way in supporting staff and considering good practice.

Leaders and managers use good strategies to effectively manage and support staff to do their job well and deliver a good service.

4.4 How effective are partnerships? Leaders have developed strong relationships between the service and the community. They operate from the Baptist church and involve themselves in many of the events organised by the church. They refer families to other family groups such as their parent and toddler groups and stay and play messy church sessions. Information on other services is given to parents regularly and included within the statement of purpose. We saw leaders regularly invite guests in to the nursery to talk to the children, showcase a skill or share interesting news. One child told us how her father came to visit with his fire engine. She showed us photos of the occasion where the children were able to learn about their job roles and explore the fire engine and equipment. There was plenty of evidence to show how the nursery raise money for local charities and they routinely visit a local community café which operates as a charity supporting people with downs syndrome.

Should children need additional support the service has contact details for local speech and language therapists, health visitors and the local authority early years team. Parents speak very highly of the service and many that we spoke to felt that it could not be improved. During the inspection, the children were busily rehearsing for their Christmas concert which all parents were invited to watch.

Leaders and staff have good relationships with parents and value the importance of partnership working.

Page 9 5. Improvements required and recommended following this inspection

5.1 Areas of non compliance from previous inspections None

5.2Recommendations for improvement  Accident forms must be fully completed and all pre existing injuries to be recorded. These forms should be monitored for any patterns or trends;  encourage more independence during snack times and consider how resources can be easily accessed;  review the arrangements for the nominated safeguarding officer;  develop and implement a policy/procedure for Prevent duty;  activity planning and children’s developmental records should be reviewed to ensure the next steps in children’s learning and development is identified and planned for;  policies should be reviewed annually and  the operational plan should be more detailed to include information on how the service is run.

Page 10 6. How we undertook this inspection

This was a full inspection undertaken as part of our normal schedule of inspections.

 one inspector undertook an unannounced visit to the service and returned the following day to complete the inspection. We spent over seven hours within the setting to observe children and the care they received.  we reviewed information held by CSSIW;  we undertook a visual inspection of the premises;  we used the SOFI 2 (Short Observational Framework for Inspection) tool, which is used to observe the quality of interactions between children and the care they receive;  we spoke to children throughout the inspection and some parents. We also spoke to the staff and leaders working at the service;  we looked at a wide range of records. These included focusing on the statement of purpose, staff files, health and safety policies and records, children’s files and routine checklists and records and  we provided detailed feedback and discussed areas for improvement to the Person in Charge And a nominated representative from the committee in the absence of the Responsible Individual.

Further information about what we do can be found on our website www.cssiw.org.uk

Page 11 7. About the service

Type of care provided Childrens Day Care Sessional Day Care

Responsible Individual Sarah Elson

Person in charge Donna Rees

Registered maximum number of 30 places

Age range of children 2 years and 6 months – 5 years

Opening hours 9:05am – 12noon and 12noon – 1pm for lunch club Monday to Friday, term time only Operating Language of the service English

Date of previous CSSIW inspection This is the first inspection since registration

Dates of this inspection visit(s) 5 and 6 December 2017

Is this a Flying Start service? No

Is early years education for three No and four year olds provided at the service? Does this service provide the Welsh This is a service that does not provide an 'Active Language active offer? Offer' of the . It does not anticipate, identify or meet the Welsh language needs of people /children who use, or intend to use their service. This is because the service is situated in a primarily English speaking area and the provider does not currently intend to offer or promote a Welsh language service. We recommend that the service provider considers Welsh Government’s ‘More Than Just Words follow on strategic guidance for Welsh language in social care’. Additional Information: