The Kids' Academy

The Kids Academy Inspection report for early years provision

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Unique reference number EY334029 Inspection date 20/10/2010 Inspector Jane Nelson

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Setting address Springhealth Leisure Club, Pools on the Park, Twickenham Road, Richmond, Surrey, TW9 2SF Telephone number 020 8332 9687 Email office@thekidsacademy.co.uk Type of setting Childcare on non-domestic premises to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk.

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You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way.

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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Introduction

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the registered early years provision. ‘Early years provision’ refers to provision regulated by Ofsted for children from birth to 31 August following their fifth birthday (the early years age group). The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and welfare, known as the Early Years Foundation Stage.

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Introduction

The provider must provide a copy of this report to all parents with children at the setting where reasonably practicable. The provider must provide a copy of the report to any other person who asks for one, but may charge a fee for this service (The Childcare (Inspection) Regulations 2008 regulations 9 and 10).

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Introduction

The setting also makes provision for children older than the early years age group which is registered on the voluntary and/or compulsory part(s) of the Childcare Register. This report does not include an evaluation of that provision, but a comment about compliance with the requirements of the Childcare Register is included in Annex B.

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Introduction

Please see our website for more information about each childcare provider. We publish inspection reports, conditions of registration and details of complaints we receive where we or the provider take action to meet the requirements of registration. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Description of the setting

The Kids Academy registered in 2006 and is one of three settings operated by TKA Management Limited. It operates from a single story building located in the grounds of Pools in the Park in the borough of Richmond upon Thames, Surrey. There is an enclosed area for outdoor play.

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Description of the setting

The setting is registered on the Early Years Register to provide care for a maximum of 36 children within the early years age range. There are currently 34 children in this age range on roll. The setting is also registered by Ofsted on the compulsory and voluntary parts of the Childcare Register, but is not currently caring for any children within these age ranges. The setting operates from 7.30am to 6.00pm Monday to Friday throughout the year, except for the usual bank holiday closures. There is a staff team of six staff, excluding the manager, who work with the children. Five staff have National Vocational Qualifications Level 3 in Chilldcare and the manager has a Level 4 qualification. One member of staff is currently working towards a qualification. Systems are in place to support children with English as an additional language and special educational needs and/or disabilities.

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The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

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The overall effectiveness of the early years provision

Children are cared for in a friendly, caring environment. Information is obtained from parents about children's individual needs and routines, and these are considered in the daily routine. Positive relationships with parents are promoted. The required records and documentation are in place, although revised systems for recording and monitoring children's development are not yet implemented. There are also weaknesses in the organisation of activities and staff deployment. Use is made of self-evaluation; however this is not yet fully effective in ensuring all areas identified for improvement are implemented.

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further?

To further improve the early years provision the registered person should:

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further?

 Implement and evaluate plans to improve the use and analysis of observations, linking this to planning to identify 'what next' for individual and groups of children.  develop the balance of adult led activities and freely chosen child iniated activities to maximise and facilitate free flow play between the outdoor and indoor environments.  review the organisation of meal times to support the development of This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 children's independence skills and minimise interruption to their play and learning  develop the use of self- evaluation to encourage a culture of reflective practice, self-evaluation and informed discussion to identify the setting's strengths and priorities for development that will improve the quality of provision for all children.

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the early years provision

Clear procedures and polices are in place relating to safeguarding and staff understand the procedures to follow. Clear records are maintained and demonstrate that the required procedures are followed if concerns do arise. The premises are safe and secure with a video entry system providing secure entry to the premises and enabling monitoring of the outdoor area. The required record of risk assessment is maintained and includes those for outings. Risk assessments are generally effective in monitoring safety and children are well supervised by staff.

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the early years provision

The nursery is currently undergoing a period of change. An experienced manager from another setting operated by the proprietor has been covering the manager's post. A new manager is due to start and some new staff are in post. Changes to the way in which space in the premises is used have also recently been introduced. This has resulted in staff and children making swift adjustments to their new surroundings and although areas for development have been identified they are not yet implemented and working effectively. For example the reorganisation of space enables older children to have immediate access to the outdoor area, providing opportunities for them to move freely between the indoor and outdoor environments. However, effective use of this free flow system is not yet fully implemented and results in children not making independent choices about their play and when to go outside. The organisation of the daily routine at times impacts

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the early years provision

on children's play and learning. For example, all children are asked to line up by the door and come inside for snack time at a designated time, which interrupts their play in the garden. At lunch time children spend several minutes sitting at tables waiting for their lunch to be served, rather than being engaged in activities such as discussion, a story or singing continuing until their lunch is ready.

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the early years provision

Staff are affectionate and caring with children. Information is obtained from parents when children first start at the setting, enabling staff to follow home routines regarding babies feeding and sleeping patterns. Observations and information relating to children's development are recorded. However these are not regularly assessed and used consistently to focus future planning and identify 'what next' for individual and groups of children. Plans have been identified to improve this system but they are not yet being implemented.

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the early years provision

The nursery is resourced with a range of play equipment and materials to encourage children's learning and development. The outdoor area is interestingly presented with scope for children to explore a range of natural materials, such as sand and water, and encourage their physical development as they chase each other and use equipment such as bikes and push along cars. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 The required written records, policies and procedures are in place and clearly maintained. Use is made of self-evaluation and the quality assurance system used by the local authority has proved a useful tool in identifying where improvements are needed. Although some areas for improvement have been identified, not all are implemented yet. Self-evaluation is not being used fully to generate informed discussion and the use of reflective practice.

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the early years provision

Positive relationships with parents are promoted and parents state that they are happy with the care provided. Information is shared through newsletters and verbal communication. Parents state they can see their children are making progress and refer to the creative work they bring home. The setting is aware of the need to work in partnerships with other settings that children may attend.

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and outcomes for children

Children are generally happy and enjoy their time at the setting. Most children arrive happily and want to see their friends. If children are distressed when leaving parents or carers they are reassured by staff who try to distract children by involving them in play. Children sometimes need the reassurance of a familiar toy or comforter which they bring from home and use when they feel the need to. Children generally behave well and older children demonstrate they feel safe in the setting by approaching staff freely and asking questions. Babies receive close physical reassurance from staff sitting with them on the floor as they play and climb onto a member of staff's lap for a cuddle.

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and outcomes for children

Older children enjoy their time in the garden on a sunny Autumn day. They excitedly run around, chasing each other, laughing when they catch up with their friends. Children are learning to navigate space as they balance and propel themselves forward on bikes and sit and ride cars. They use their imagination, putting dolls into buggies and refer to the play house as 'nursery' chatting about going to 'work'. Children recognise when they cannot fit through a space and know they need to ask someone to move to enable them to get to the play house. Children are developing skills for the future through their play as they use toy phones, press buttons on remote control consoles, and use a toy computer. Children mark make using pencils crayons and babies use chunky paint brushes to paint on paper and their hands.

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and outcomes for children

A range of activities that children enjoy are provided, however the systems for planning for individual children's needs is not yet fully implemented. Staff are affectionate with children providing physical support and reassurance. A member of staff initiates a conversation with children about the aeroplanes that fly quite low overhead, in the garden. They count the number of engines they can see, discuss how the noise of the engines gets louder as the aeroplane approaches, recognising that the aeroplane is smaller when it is further away. Babies spend time exploring a posting activity cube with a member of staff, who demonstrates how to pick up the smaller cubes and post them through the holes in the large This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 cube. Babies gradually increase their confidence, first of all handing the cubes to the adult them progressing to posting it themselves. They enjoy joining in the

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and outcomes for children

familiar song of "Twinkle, twinkle little star", moving their hands and legs to the music and clapping at the end of the song. Toddlers experiment with language, vocalising and repeating the names of animals that a member of staff names.

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and outcomes for children

Children see differences reflected in some resources in the setting, such as photographs and books. They are developing an awareness of the world around them, for example, through discussions with staff about travel and transport.

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and outcomes for children

Children learn about their own hygiene through practices that are a familiar part of the daily routine. For example, older children rush to the bathroom to wash their hands before eating. They confidently climb on the step to reach the sinks, turn the tap on and run their hand under the water, quickly passing them under the electric hand drier. They enjoy the healthy snack of breadsticks and fruit that is served at snack time and smell their lunch of fish in sauce cooking during the morning. Children follow staff instructions to sit at the table waiting for their lunch; however, a delay results in them waiting longer than intended and some children become bored or are hungry and tired. Lunch is served to the children by staff and they enjoy eating the home cooked meal. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex A: record of inspection judgements

The key inspection judgements and what they mean

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Annex A: record of inspection judgements

Grade 1 is Outstanding: this aspect of the provision is of exceptionally high quality Grade 2 is Good: this aspect of the provision is strong Grade 3 is Satisfactory: this aspect of the provision is sound Grade 4 is Inadequate: this aspect of the provision is not good enough

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children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

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Early Years Foundation Stage

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 3 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 3 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 3 The effectiveness of the setting’s engagement with parents and carers

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Stage

The quality of the provision in the Early Years Foundation Stage 3

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Stage

The extent to which children achieve and enjoy their learning 3 The extent to which children feel safe 3 The extent to which children adopt healthy lifestyles 3 The extent to which children make a positive contribution 3 The extent to which children develop skills for the future 3

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Stage

procedures set out in the guidance available from Ofsted’s website: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

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