Kidz 1st Day Nursery

Kidz 1st Day Nursery 37-41 Winchelsea Road, LONDON, NW10 8UN

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Inspection date

Previous inspection date 13/12/2013 17/01/2011

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early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Staff promote children's speech and language skills well, especially for those who have English as an additional language. Staff use their own language skills to translate and assist children's learning.  Partnership with parents, in particular for children who have special educational needs and/or disabilities, is extremely good and effective. Staff also work closely with other professionals to ensure children receive an appropriate level of support.  Staff make good use of the key person system to ensure children's individual needs are met. As a result children are very settled and happy.  Staff attend specific training for children who require extra care and support. As a result children's safety is very well promoted.

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It is not yet outstanding because

 Staff sometimes miss opportunities to promote independence for the more able children.

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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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Inspection activities

 The inspector spoke with parents.  The inspector carried out observations on children indoors.  The inspector carried out a joint observation with the manager.  The inspector met with the manager/registered person.

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Inspection activities

 The inspector examined documentation, including a sample of children's records, safeguarding policies and procedures and staff suitability records.

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Information about the setting

Kids 1st Day Nursery is company-run and registered in 2009. It is situated in a residential area in Stonebridge within the London borough of Brent and operates from three rooms in a modified ground floor building, which is fully accessible. The nursery is registered on the Early Years Register only and there are currently 43 children on roll within the age range. The nursery operates for six days, including Saturdays when there is demand, each week from 8am to 6pm for 49 weeks of the year. The nursery supports children with special educational needs and/or disabilities and children with English as an additional language. The nursery employs twelve staff including the manager. The nursery employs a cook. All staff hold early years qualifications.

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

 further develop more able children's self-help skills and independence in order to help prepare them for the next stage in their learning.

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who attend

:Staff have a thorough knowledge and understanding of all areas of learning and consequently children make good progress in the learning and development. The nursery supports children with special educational needs and/or disabilities and staff work very closely with parents and other professionals to ensure that all children are included. For example, staff have all had training in the use of sign language. Staff use visual timetables to help children make choices and use sign language with all children to provide an inclusive learning environment. Other professionals, such as speech and language therapists, work with staff to set targets for children.

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who attend

Staff ensure that the learning environment is bright and stimulating with many resources available for children to access independently, such as sand and water toys, books and dressing up clothes. A sensory room, containing such things as a ball pond, lights and bubble tube helps staff provide opportunities for all children to experience different sights and sounds and to relax. There is a room that contains equipment which allows children to climb and slide. They are also able to ride tricycles safely in this environment, which partially compensates for the lack of outside space.

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who attend

Staff make use of an interactive whiteboard encouraging children to participate in a wide variety of learning opportunities. Children enthusiastically play a shape recognition game, touching the screen to label a shape. They are highly focussed and pay attention for long periods of time, enjoying this interactive and sociable game. Staff work closely with children who require extra help.

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who attend

In the baby room children aged from 6 months to 2 years play together. Non-mobile babies enjoy a treasure basket filled with interesting natural items, such as leaves and nuts. Babies use their senses to explore the items with the key person supervising the play. Toddlers, who are more mobile, play at the water tray with leaves they have collected on a recent walk outside. Children are highly involved and motivated and staff skilfully use appropriate language to introduce new vocabulary.

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who attend

Staff use their own language skills to assist children who have English as an additional language. For example, during a number hunt game a child speaks in Spanish to the staff member. The staff member is able to reply and then translate the answer into English. As a result, children make good progress with communication. Key staff observe and record children's achievements. They hold regular meetings with parents to share information on their child's progress. Children contribute to the planning of activities that staff then build on; for example, the children have chosen to perform The Three Little Pigs for their end of year show.

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who attend

Staff make good use of observation and assessment tools to help plan the next steps for children. They have a good understanding of the needs of individual children following on from assessing children's starting points with parents as children start at the nursery. The progress check for children aged two years is appropriately completed and shared with parents.

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

Children are very happy and settled, they arrive enthusiastically and parents are very positive about the nursery and staff. Children enjoy warm, close relationships with their key person as well as the wider team.

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

The manager, has recently introduced home visits. The visit provides an assessment of children's skills and needs prior to them starting at the nursery. The nursery uses this information to plan for each child's individual needs, demonstrating a good understanding of the importance of partnership with parents.

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

Staff prepare children for different moves throughout their time in nursery and onwards to school. For example, they take children to visit the room in which they are to move to and work well with parents and the key person to pass on relevant information. The nursery has developed good links with local schools.

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

Children's behaviour is good. Staff are good role models and remind children how to move around safely, in particular in the physical activity room. Children with special educational needs and/or disabilities are encouraged to join in with group activities, for example, at circle time. Staff sensitively support children who struggle to be in a social activity and respond to their need. As a result these children make good progress. Staff help children learn about healthy eating. They offer children fruit at snack time and the menu has been improved to make sure healthy food options are available. Meal times are a social occasion with staff sitting with children and encouraging them to talk with their friends. However opportunities to promote children's independence by allowing them to serve themselves and pour their own drinks are missed. All children use a spoon to eat their meal; this does not allow those who can use a knife and fork to practise this skill.

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

Children have the opportunity to sleep after lunch in the baby room. The setting provides cots, bouncy chairs and mats. Children have their own bedding, ensuring good hygiene. Staff settle children well with comforters and stay with children while they sleep ensuring high levels of wellbeing.

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

Staff regularly take babies and children out of the nursery to go on walks to the local park or to visit the library This gives children good opportunities to learn about their community and to enjoy exploring in the fresh air. The nursery displays photographs and posters of a trip children made to the Science museum which allowed children to explore different ways of learning about the outside world.

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

Staff give high priority to keeping children safe in the nursery. As a result, children move around independently without coming to harm. Staff keep the resources clean and in a good condition. They help children develop a good understanding of how to stay safe through everyday practices and gentle reminders during the day.

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provision

Leadership and management of the nursery is good. The manager has made positive changes since joining the nursery and encourages professional development amongst the staff team. As a result, staff are constantly updating their knowledge and skills. The manager and staff are aware of the procedures to follow if there are concerns about any child in their care and staff are currently updating their safeguarding training. There are suitable policies in place to help with the smooth running of the nursery. There are good systems in place to ensure staff are suitable to work with children and regular opportunities for staff supervision. Systems to monitor staff performance, including filming and evaluating each other's skills, are effective and demonstrate reflective practise. Staff work very well as a team and are coached and mentored through peer support. The manager shares her knowledge and expertise, training staff to become Portage workers

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provision

and encouraging professional development. Staff undergo induction when they join and receive ongoing training. The manager recognises the importance of delegating tasks and roles to staff in order to develop their abilities.

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provision

Staff carry out thorough risk assessments and safety checks. These help staff identify and minimise risks to children effectively. All the required documentation to help support children's welfare is in place and well maintained. This documentation is used well with parents to keep them informed about their child's well-being There are excellent systems in place to help staff work closely with parents and other agencies to support the children in their care. Parents speak very positively of the care their children receive and the support they get from the manager and the staff.

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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 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected within twelve months of the date of this inspection. 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

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Grade Judgement Description

the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. 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 EY396584 Local authority Brent Inspection number 816076

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 5 Total number of places 66 Number of children on roll 43 Name of provider Kidz 1st Limited Date of previous inspection 17/01/2011 Telephone number 0208 965 95 85

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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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