Kidz 1st Day Nursery

kids 1st Day Nursery Inspection report for early years provision

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Unique reference number EY396584 Inspection date 17/01/2011 Inspector Caren Carpenter

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Setting address Kidz 1st Ltd Nursery, Kassinga House, 37-41 Winchelsea Road, LONDON, NW10 8UN Telephone number 0208 965 95 85 Email admin@kidz1st.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

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

Kids 1st Day Nursery is run by a company. It was registered in 2009 and operates from three rooms in a modified ground floor building which is fully accessible. It is situated in a residential area in Stonebridge within the London borough of Brent.

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Description of the setting

The nursery is registered for a maximum of 66 children in the early years age group at anytime. There are currently 21 in the early years age group on roll.

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Description of the setting

The nursery operates six days each week from 8.00am to 6.00pm for 49 weeks of the year. The nursery is registered on the Early Years Register.

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Description of the setting

The nursery supports children with learning difficulties and/or disabilities and children with English as an additional language.

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Description of the setting

The nursery employs four staff including the manager. The nursery employs a cook. All staff hold early years qualifications.

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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

The nursery provides a warm, nurturing and inclusive environment where children are settled and happy. Staff plan and provide a suitable range of activities and allow time for children to initiate their own play. However, children are not assigned a key person to ensure that their individual needs are met effectively. Positive partnerships with parents and other professional agencies are used effectively to promote children's welfare. The manager and provider are beginning to evaluate the effectiveness of the provision and have areas further development.

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further?

To meet the specific requirements of the EYFS, the registered person must:

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further?

 carry out regular evacuation drills and ensure that details are recorded in a fire log book of any problems encountered and how they were resolved(Suitable premises, environment and equipment) 28/02/2011

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further?

 ensure that each child is assigned a key person to ensure that their individual needs are effectively met(Organistion) 28/02/2011

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further?

To further improve the early years provision the registered person should: This inspection was carried out under sections 49 and 50 of the Childcare Act 2006  further develop ways in which parents are supported and encouraged to contribute to planning the next step in their children's learning  continue to develop summative assessments to give a summary of children's achievements at a particular point in time so that their progress can be tracked  display a list of words from children's different home languages and use this to further develop children's speaking and listing skills.

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the early years provision

Children's welfare is safeguarded through the robust and effective recruitment and vetting procedure. For example, all the required checks have been carried out to ensure staff are suitable to look after children and have appropriate experience and qualifications.

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the early years provision

Risk assessments are in place to cover all aspects of the nursery; indoors and for outings. However, fire drill practices are not yet carried out and recorded to ensure that staff understand their roles and responsibilities in the event of a fire to promote children's safety.

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the early years provision

The nursery has only been in operation since September 2010 and so systems to evaluate and monitor the provision are in the early stages. However, the manager and provider are committed to the nursery and children and are enthusiastic about making improvements that are likely to have positive outcomes for children. For example, they have indentified future plans for outdoor play space to provide children with further opportunities to develop their physical skills and to promote their play experiences.

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the early years provision

The premises is organised in order to meet the needs of the children and to ensure it is safe, secure and welcoming. However, children are not yet assigned a key person to establish close bonds and to help them settle into the nursery. Detailed records, policies and procedures are in place and are shared well with parents and reflect current legislation. Quality play resources are freely accessible helping children to make independent choices.

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the early years provision

The nursery practice is inclusive where all children are valued and treated with equal concern. Children who speak English as an additional language are supported by staff. For example, they seek further help and guidance from family and other professionals so that children feel included. However, they do not display a list of key words from children's different home languages to further develop children's speaking and listening skills. Staff work closely with parents to ensure that their children's individual needs are well met. They understand the importance of developing partnerships with others and seek appropriate support from a range of professional agencies, such as the Area Special Educational Needs team to ensure that children with learning difficulties and or disabilities benefit from a positive and rewarding experience.

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the early years provision

Staff promote their understanding of similarities and differences through a range of This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 activities, such as festival celebrations. In addition, children have access to a selection of play resources that reflects positive images of the wider world. This creates an inclusive environment that encourages children to feel a sense of belonging and promotes their self-esteem.

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the early years provision

Positive relationships have been established with parents through verbal discussions about daily routines and their achievements. Parents complete an 'All about Me' form when children start the nursery, which provides relevant information about children's routines at home and what they enjoy playing with. This enables staff to provide suitable play opportunities that children enjoy and to help them settled when they start at the nursery. In addition new children settling into the nursery are encouraged to bring in an item from home such as, photographs of their parents to ease their transition into the nursery and to develop a sense of security. However, information systems to share children's progress and achievements are not yet developed and established with parents in order to keep them fully up to date with their children's progress. Parents speak positively of the nursery. They say that the nursery is welcoming; they value the

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the early years provision

care their children receive and are pleased with their learning and development. The manager and provider are beginning to establish links with other early years providers to share good practice to improve outcomes for children.

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and outcomes for children

Children enjoy their time in the nursery and receive a warm welcome from staff on arrival. They find their names for self-register as they arrive which gives them a sense of belonging. They select resources of their choice from low-level storage units to develop their play and ideas and move around freely in the well-organised environment which positively promotes their independence.

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and outcomes for children

Babies are well cared for and have their individual care needs met well by staff. For example, sleeping, eating and changing routines for the babies are recorded and staff ensure that the daily routine is planned according to their individual needs and at their own pace. As a result, babies are happy and feel secure.

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and outcomes for children

Children are making satisfactory progress towards the early learning goals. Staff considers children's interest, their starting point and their capabilities along with the use of observations and assessments. However, the systems for planning, observation and assessment are relatively new and not yet fully established to ensure that all staff are supporting children in making as much progress as they can in their individual learning and development.

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and outcomes for children

Children enjoy mark making with pencils, crayons and paint. Children have opportunities to use numbers and develop their problem solving skills while completing simple jig saw puzzles, singing simple nursery rhyme and songs and constructing with bricks. Children have access to use information and communication technology to support their learning and to help them develop skills that contribute to their future economic well-being. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Children develop confidence and express themselves in different ways as they enjoy different creative and imaginative play opportunities. For example, during role-play in the hospital, they have access to medical play equipment and resources such as, doctor's bag with bandages, stethoscope and gloves and enjoy pretending to listen to each other breathing and heart beats. Children enjoy making and playing with dough and are encouraged by staff to identify the

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and outcomes for children

different ingredients they use to make the play dough. They excitedly use a selection of small tools to roll, cut, prod and knead the play dough.

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and outcomes for children

Children are provided with meals and snacks that are healthy, nutritious and support their individual dietary needs. For example, they enjoy eating a selection of fresh fruits daily as well as freshly prepared meals, such as rice, chicken, tuna pasta, macaroni cheese, salad and vegetables. In addition, children are offered regular drinks of fresh drinking water throughout the day. Children are developing a good understanding of personal hygiene and are encouraged to wash their hands before eating and after using the toilet, use tissues to wipe their noses and discard tissues safely.

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and outcomes for children

Children are encouraged to learn about safety issues and how to keep themselves safe. For example, staff sensitively discusses with them about stranger danger and provides first hand experiences for children to cross roads safely using the green cross code. However, children do not know what to do in the event of a fire because; they do not yet routinely practise the evacuation procedures.

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and outcomes for children

Children's emotional well being is nurtured. They are developing friendships with each other and are well behaved. They know what is expected of them because boundaries are consistently and sensitively applied by caring and supporting staff. 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 2 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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