KiddiKare

KiddiKare 69 Mansfield Road, Ilford, IG1 3BB

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Inspection date

Previous inspection date 10/03/2014 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable 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

 The organisation of the day allows all children to play together, and children have developed strong bonds with staff.  The staff develop effective partnerships with parents and external agencies to support children's care, learning and development.  Staff effectively plan for children's outdoor learning experiences; as a result, they enjoy their time in the garden.  Staff promote children's communication and language skills in everyday routines including children who speak English as an additional language.

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It is not yet outstanding because

 Staff do not consistently promote children's independent skills at meal times so they learn to serve themselves. Overall, staff promote children's early writing skills well; however, some activities are not meaningful to support their learning.

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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 compulsory part 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 observed children's play, both indoors and outside.

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Inspection activities

 The inspector sampled documents including children's development records, policies and procedures.  The inspector and manager undertook a joint observation of an activity.  The inspector discussed the childminder's development plan and self-evaluation.

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Information about the setting

KiddiKare registered in 2013 and is privately owned. The nursery is a converted domestic dwelling located in Ilford, Essex within the London Borough of Redbridge. There are three rooms and all children share access to an enclosed outdoor play area. The nursery is open each weekday from 7.30am to 6.30pm all year round expect two weeks at Christmas and bank holidays. The setting offers half-day sessions from 7.30am to 12.30pm and from 1pm to 6pm. There are currently 19 children on roll from one year to under 5 years. Children attend on a full and part-time basis. The nursery receives funding for the provision of free early education for children aged three and four years.

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Information about the setting

The nursery support children with special educational needs/ and or disabilities and children who speak English as an additional language. The setting is registered on the Early Years Register and the compulsory part of the Childcare Register. The nursery employs six staff; all staff hold appropriate early years qualifications. Currently, two members of staff are working toward a higher childcare qualification. The nursery receives support from the local authority.

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

 enhance activities for children's early writing skills so that they make marks for a purpose

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

 extend opportunities for children to be independent by enabling them to consistently serve themselves at meal times.

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who attend

Staff create a warm and friendly environment. Children enjoy engaging in play and they are making good progress in all areas of their learning and development. Through effective observations and assessments, staff effectively track children's learning and development. Staff are aware of children's next steps in learning and interests, which informs planning. There are effective systems in place to monitor children progress and recognise when children may need additional support. Staff demonstrate a good understanding of the Early Years Foundation Stage. As a result, staff challenge children's learning and development well by setting realistic targets. Through one-to-one support, children with special educational needs are supported well. Staff support babies early communication and language skills well by responding to their babble and some spoken words. Babies say staff's name clearly and are beginning to use

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who attend

short sentences to express their thoughts. While observing road works being undertaken opposite the nursery, children inform staff 'mummy's got a tractor'. Children show that they are comfortable in their environment because children confidently communicate with staff in their home language. Staff use their expertise to respond to children in both their home language and English to effectively support the development of English. Children benefit from taking part in painting activities and drawing various modes of transport to support previous topics, for example 'transport'. Children are able to put meaning to the marks they make by drawing an aeroplane, trains, a bus and daddy's car. Parents contribute to children's topic and learning by providing photographs to show how children travel to nursery. However, staff do not always provide purposeful activities to support children's early writing skills, for example worksheets, dot-to-dot activities and pre-printed

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who attend

material. Staff effectively support children's interest in books by using props to promote their engagement, and to ensure it is a fun experience. Babies enjoy putting finger puppets on while listening to nursery rhyme books. Older children pretend mixing 'pumpkin soup' in toy bowls, while engaging in story time sessions with the friends.

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who attend

Older children use computer tablets to promote their interest in everyday technology equipment. Younger children enjoy playing with age appropriate press button toys so that they learn about how things work and support their learning, for example activity centres, a toy musical television and nursery rhyme books. There is a designated area in the garden for children to take part in planting activities, and to ensure it is child centred, staff provide children with child-sized tools. Children benefit from planting daffodils, which allows them to develop a good understanding of growth in their environment. Through practical situations, staff encourage children's mathematical skills by allowing children to identify various shapes during group time. Additionally, staff use mathematical words in everyday routines to enable children to make connections, for example describing the tractor as 'big'. Children enjoy taking part in role-play activities so that they can act out

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who attend

real life situations and promote their imagination. For example, by dressing up in different professional roles and using a children's workbench.

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

An established key person system is in place to promote children's continuity of care. Staff have developed good attachments with children. They work closely with parents to obtain detailed information about children's individual needs and routines. Babies enjoy the consistent support they receive from staff to support their play and learning. There are photographs displayed in children's room of their immediate and extended family, which allows children to develop a strong sense of belonging. Older children display their confidence by greeting adults with a "hello" and initiating discussions.

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

Children show that they enjoy the company of their friends while taking part in group activities, for example story time. Overall, when all children of different ages are together, they all play harmoniously. Children are polite and when staff thank the younger children for putting a picture label back up, children automatically reply, "you're welcome". Children who are more able help to put toys away and staff support children's independent skills in practical ways. Children are encouraged to put their shoes on, and children help staff at meal times by giving out the cutlery, making choices and serve themselves. However, staff not always promote children's independent skills so that they can make choices while having their dessert and serve themselves.

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

Staff ensure babies have ample space to play and explore. Children have access to a good range of toys, which allow them to move freely from one activity to the next. While playing outdoors, children take pleasure crawling through tunnels and making various sounds when playing with the range of metal pots in the garden and a wooden spoon. This means that children are able to use a range of movements, experiment with a range of sounds and develop good active lifestyle. In addition, children benefit from a healthy diet. Menus are displayed for parents to see, and information about children's dietary requirements are obtained to ensure children's individual needs are met. Staff's are good role models because they encourage children to wash their hands at appropriate time and give explanations why children should do so. This allows children to develop a good understanding of hygiene routines to promote their well-being. Staff ensure they are well

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

deployed during outdoor play so that children can take safe risks while playing on large equipment, for example the climbing frame with a climbing wall and slide.

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provision

Staff demonstrate a good understanding of the procedures to be followed should they have a concern to promote children's welfare. Staff attend safeguarding training to ensure their knowledge and understanding are current. Staff maintain documentation well so that they promote children's well-being and guide their practice. A 'policy of the month' is on display for parents to view at their leisure and this help parents to gain an understanding of organisational policies and procedures. Management ensure robust procedures are in place to assess staff's suitability to work with children. Staff's performance and professional development are monitored through individual supervision. Consequently, staff are effectively encouraged to attend short courses and attain a higher childcare qualification. This support staff's current practices and promotes children's learning.

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provision

Staff supervise children well to ensure their safety. There are appropriate safety measures in place and risk assessments are undertaken for all areas used by children. Staff ensure risk assessments for outings are carried out, which effectively promote children's welfare, both indoors and outdoors. While on outings, children wear high visibility vests to ensure they are easily recognised and staff teach children basic road safety awareness. This means children learn how to keep themselves safe.

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provision

Staff value effective partnerships with parents. They work closely with parents during children's settling in period to ensure secure relationships are built, which aids children's transitions from home to the nursery. Staff complete progress checks for two year-old children , which they share with parents so that they are able to support children's learning. In addition, staff regularly share children's next steps in learning with parents so that they can support children's learning at home. Staff plan a formal parent meeting with parent to share children's developmental records. Management are sensitive to children and parent's individual circumstances and where possible, reasonable adjustments are made to encourage effective partnership working. Staff keep parents informed of current topics and activities because medium and weekly planning is displayed in all rooms to see. Furthermore, parents are given monthly newsletters about events and outings, for

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provision

example, a nature walk. As a result of parents' feedback, staff have installed digital photo frames in rooms so parents gain from seeing their children involved in learning through play.

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provision

Staff demonstrate a good understanding of the importance of working in partnership with external agencies so that children with special educational needs are supported in nursery. Staff have made effective links with others involved in children's care so that they are able to jointly promote children's learning and development. In addition, essential documentation is in place so that they can identify and plan for children's next steps in learning and development.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met

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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 EY466579 Local authority Redbridge Inspection number 935157 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 0 - 8 Total number of places 28 Number of children on roll 19 Name of provider Kiddikare Ltd Date of previous inspection not applicable Telephone number 07739 319191

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Setting details

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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