Bright Kidz Day Nursery

Bright Kidz 425A Walsall Road, Perry Barr, BIRMINGHAM, B42 1BT

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Inspection date

Previous inspection date 30/04/2013 23/08/2012

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early years provision

This inspection: 3 Previous inspection: 3 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 Children enjoy activities in a warm and welcoming environment. Space is organised to enable children to select from a range of age-appropriate resources. As a result, they make steady progress in their learning and development.  Children enjoy the opportunities to use the soft play centre attached to the setting. As a result, they get lots of robust physical exercise. They learn how to keep themselves safe because staff talk with children about using the equipment safely.  Staff have established positive relationships with parents. They share information about their children's progress and care routines, and parents share their child's achievements from home.

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It is not yet good because

 Children have fewer opportunities to select from a wide range of role play resources, such as a kitchen, pots and pans, so that they can be explored and used in a variety of ways.  There is scope to provide more opportunities for children to see words and their names in print around the setting.  Management have not fully developed the self-evaluation process to help identify strengths and weaknesses or set challenging targets for improvement to the setting.  The management do not always record concerns or complaints made by parents to ensure that parents are fully informed and notified of the outcome.

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Information about this inspection

Inspections of registered early years provision are:  scheduled at least once in every inspection cycle – the current cycle ends on 31 July

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection  prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector held discussions with the provider and manager of the setting.

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Inspection activities

 The inspector chatted with children during their activities in all three base rooms and talked with staff.

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Inspection activities

 The inspector took account of the views of parents spoken to on the day of inspection.

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Inspection activities

 The inspector looked at children's learning journey records, planning documentation, evidence of suitability of staff working within the setting and a range of other documentation.

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Information about the setting

Bright Kidz was registered in 2012 and is run by a limited company. It is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. It operates from a converted building and is attached to a play centre in Perry Barr, Birmingham. Children share access to a secure indoor physical play area. The setting serves the local area and surrounding areas.

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Information about the setting

The setting opens Monday to Friday from 7.30am until 6pm for 51 weeks of the year. Children are able to attend for a variety of sessions. There are currently 64 children on roll, all of whom are in the early years age group.

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Information about the setting

The setting employs 11 members of childcare staff. Of these, eight hold appropriate early years qualifications at level 3 and above, and three are working towards a recognised early years qualification.

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must:

 keep a written record of any concerns or complaints received from parents and their outcome.

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To further improve the quality of the early years provision the provider should:

 provide more role play activities which are accessible to the children and which reflect real-life experiences to enable them to explore, use in a variety of ways and initiate their own play and learning

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To further improve the quality of the early years provision the provider should:

 create an environment rich in print where children can learn about words, for instance, seeing their names in print and using name labels on water bottles, coat pegs and displays

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To further improve the quality of the early years provision the provider should:

 develop further systems in evaluating the impact of the provision on children's learning, development and care, so that it continues to improve.

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who attend

Children are encouraged to make choices about their play from a range of age-appropriate toys and resources. Staff demonstrate a sufficient knowledge of the seven areas of learning. They plan an appropriate range of indoor and outdoor activities to encourage children to have fun and learn through play. They observe children during activities and record what they can do. The information gained from the observations is used to plan the next steps in children's learning. This ensures that children learn at their own pace and are appropriately challenged. As a result, children make steady progress towards the early learning goals. Children's individual learning journey records include samples of their work, photographs, tracking sheets, progress summaries and observations. These are shared with parents to keep them informed of their child's activities and progress.

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who attend

Babies, toddlers and pre-school children have access to a variety of books which are attractively displayed to entice them to use them. Pre-school children listen with increasing attention and concentration. They confidently join in with familiar stories and predict what is going to happen next. Staff use a range of story props and puppets to encourage babies and toddlers to join in. This helps support their learning and enjoyment. Staff listen to what children have to say and readily get down to their level to maintain eye contact. This helps children to feel special and valued. They ask questions to make children think and extend their language skills. For example, older children name the day, state what today's weather is like and say 'hello' to each other during circle time. Staff sit on the floor with babies and encourage them to repeat sounds and praise them for their efforts. This helps support children's communication and language. Young and older children are encouraged

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who attend

to develop their simple writing skills. For instance, toddlers have great fun using their fingers to make marks in cornflour, and pre-school children enjoy making patterns with rice and attempt to copy letters in their names. However, there are fewer opportunities to encourage children to see their name in print to support the development of their writing and literacy skills. For example, on displays around the room, water bottles and coat pegs.

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who attend

Children are able to express their creativity and use their imagination during craft activities, such as, baking, printing, painting, modelling and collage. Younger children enjoy exploring different textures, such as bubble wrap, foil, shiny and rough material. However, there are fewer opportunities for children to select from a wide range of resources to allow them to engage in role play. Therefore, children are not fully supported to enable them to explore real-life experiences and initiate their own play and learning. Appropriate use of mathematical language is used, such as, 'in front', 'behind', 'less than' and 'more', as children enthusiastically participate in singing number rhymes and actions songs. Plenty of opportunities are provided for children to develop their physical skills. Staff plan activities so that children can respond spontaneously to music. Children also benefit from regular visits to the soft play centre which is attached to the setting.

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who attend

Children are encouraged to talk about home and their experiences in order to appreciate and value each other's similarities and differences. They also gain an appropriate awareness of diversity because they have access to a variety of resources that reflect positive images. They learn to show care and consideration for living things, such as the setting's pet tortoise, and look forward to the end of each day so that they can feed him. Children use a range of programmable and electronic toys to help increase their ability to understand how things work. They listen to various musical toys, and younger children have fun as they tap buttons and turn knobs to see what happens next. These opportunities help children develop useful skills for their future learning.

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who attend

Staff consult with parents to ensure that they are aware of children's interests. They record any comments that parents provide about children's achievements at home. They are aware of the progress check at age two and have shared this with parents so that individual needs are effectively supported. Parents are informed about their children's learning through daily discussions and the sharing of learning journey records. This means parents are able to contribute to their children's learning.

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The contribution of the early years provision to the well-being of children

Staff provide a calm environment where children are happy and settled. Children feel emotionally secure in the care of their key persons as a result of the support and affection they give them. They lead by example and encourage children to share, take turns and use their manners. This helps children to learn about appropriate behaviour and promotes their self-esteem.

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The contribution of the early years provision to the well-being of children

Children confidently move around their base rooms, and toys and resources are organised to ensure that they appeal to children. This helps to foster children's choice and play an active role in their learning. Prior to starting the setting, staff gather useful information from parents about their children. This enables them to build on positive relationships with the children and their families. As a consequence, children benefit from continuity in their care and learning to support them to make the transition between home and the setting. As a result, children settle well.

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The contribution of the early years provision to the well-being of children

Staff are deployed effectively to ensure ratios are met. They organise children into small groups with key persons. This promotes consistency and enables staff to build positive relationships with individual children. As a result, children feel secure. Staff caring for babies are experienced and attentive to their individual needs. Babies and toddlers are constantly monitored to ensure their well-being as they sleep. Their daily care routine is shared with parents at the end of the session to keep them fully informed. Appropriate nappy changing facilities are in place and any clothes that need sending home are suitably bagged and hung up with the children's coats. This ensures children's well-being is suitably protected.

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The contribution of the early years provision to the well-being of children

Children are helped to understand that washing their hands before eating and after using the toilet helps keep them healthy. The risk of cross-infection is minimal because parents are informed that their child should not attend if they are not well. They are made aware that they will be contacted if their child becomes ill. Staff have attended first aid training, and appropriate accident and medication procedures ensure children's well-being is further protected. Children understand how to keep themselves safe. Staff remind them how to use large play equipment safely and talk to them about road safety when on the regular outings in the community. They know to hold hands with staff and understand how to cross the road safely. Their understanding of safety is further promoted as they learn about fire safety. Staff practise the evacuation procedure with them to ensure that they know what to do in the event of an emergency.

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The contribution of the early years provision to the well-being of children

Staff support children to develop a healthy lifestyle. Children enjoy a varied and balanced diet and are provided with a variety of freshly cooked, nutritious meals. Mealtimes are relaxed social occasions when the children and staff sit around the table to enjoy their food and each other's company. Staff are fully aware of each child's individual dietary needs and share these with the chef to ensure they are met. Children are learning about the benefits of exercise and have daily opportunities to engage in physical activities. They also benefit from frequent visits to the local park where they are provided with plenty of fresh air and opportunities to use other larger play equipment. This helps to support their overall health and physical well-being.

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provision

This inspection took place following concerns raised relating to the security of the premises and the supervision of parents accessing the setting. Management ensure that the safeguarding policy is implemented throughout the setting. As a result, staff have an appropriate understanding of their roles and responsibilities to protect children in their care. Robust vetting and recruitment procedures ensure staff are suitable to work with the children. Staff carry out daily safety checks on the premises to ensure that they are safe and secure. The inspection found that effective security measures are in place, such as an intercom system and closed circuit television. Management use these systems to check the identity of parents and visitors before they let them enter the setting. In addition, coded locks are fitted to some external doors, and the internal door leading from the setting into the soft play centre is no longer used by parents. This is to ensure that there can be no

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provision

Management and staff work well together and this is reflected in the happy atmosphere created for children. Staff are monitored effectively and have regular meetings to discuss their training needs. As a consequence, staff demonstrate a commitment to continuous improvement and regularly attend training to ensure their knowledge is updated. Recommendations from the previous inspection have been addressed to improve outcomes for children. For instance, they group children into small groups with key persons and allow them time to peruse their own interests and finish activities when they are ready. However, management have yet to implement a robust system for evaluation of the setting to help identify strengths and areas for improvement.

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provision

Staff regularly share verbal and written information with parents about their child's care routines and progress. A number of policies and procedures are made available, and this keeps parents informed about the setting, including a complaints procedure. However, the management has not kept a record of all concerns or complaints made by parents, in line with legal requirements. As a consequence, children's welfare is not fully protected. This is also a breach of one of the requirements on both parts of the Childcare Register. Staff recognise the importance of working closely with other early years professionals. They have established links with the local nurseries, schools and children's centre to ensure continuity of care and learning for children.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 keep a written record for a period of three years from the date of the complaint, including the outcome of the investigation and the action the provider took in response (compulsory part of the Childcare Register).  keep a written record for a period of three years from the date of the complaint, including the outcome of the investigation and the action the provider took in response (voluntary part of the Childcare Register).

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement action. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

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Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

Unique reference number EY442378 Local authority Birmingham Inspection number 911030

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 17 Total number of places 79 Number of children on roll 64 Name of provider Bright Kidz Limited Date of previous inspection 23/08/2012 Telephone number 07403491853

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Type of provision

set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises, which are usually the childminder’s own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. 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,

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Type of provision

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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