Little Kingdom Daycare @ KI

Little Kingdom Daycare @ KI Unit 6 & 7, 62 Merrick House, Whale Avenue, Reading, RG2 0GX

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Inspection date

Previous inspection date 07/03/2014 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

 Staff have effective systems in place to plan interesting and challenging activities around children's needs and next steps, so every child makes consistently good progress in their learning and development.  All children benefit from a clear focus on developing listening, understanding and speaking skills, as the rich diversity of children's cultures and languages are developed and celebrated.  Staff are skilled and sensitive in helping all children form secure emotional attachments and develop effective social skills with children across the nursery.  Partnership working with parents is strong, with high levels of commitment and care from the management team as they support the establishment of a new local community.

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It is not yet outstanding because

 There are not always good opportunities for children to play and explore in outdoor environments, partly due to water retention in the soft play surface and partly because not all children have appropriate all weather clothing.

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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 observed a wide range of activities across all areas of the nursery and talked with staff and children about what they were doing.

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Inspection activities

 The inspector reviewed documents and procedures relating to safeguarding, staffing, supervision, risk assessment and health and safety, and checked a selection of other policies.

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Inspection activities

 The inspector sampled a range of children's records, and the nursery's systems for planning, evaluation and exchanging information with parents and external professionals.

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Inspection activities

 The inspector took account of the views of parents spoken to on the day, and reviewed written responses from parents.

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Inspection activities

 The inspector met with the leadership team and conducted a joint observation with the manager.

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Information about the setting

Little Kingdom Daycare registered in 2013. This nursery operates from a purpose-built site in Kennet Island, Reading, in Berkshire. The nursery includes four large rooms, three of which may be used separately or become open plan. There is a baby sleep room, large and small kitchens and purpose-designed toilet and changing facilities. Children have access to a dedicated outside area. The nursery operates each weekday from 7.30am to 6pm, for 51 weeks of the year. The nursery offers a variety of attendance times from full day care to breakfast, after school and a holiday club. Additionally the nursery offers a monthly Saturday club. The nursery is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. The nursery employs 14 members of staff, some of whom are shared across other settings owned by the providers. Of the 14 staff, two hold qualified teacher status, five staff hold appropriate early years

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Information about the setting

qualifications at level 3 or above, and four are qualified at level 2. There are also three apprentices.

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

 work with parents to improve opportunities for all children to enjoy a varied range of outdoor experiences on a daily basis.

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who attend

Children make good progress in their learning and development in this new community centred family nursery. Educational programmes and reviews of children's progress are organised effectively in six-week cycles. Staff and children identify a topic theme, such as 'people who help us' or 'houses and homes' for each six-week period. These themes become the basis for interesting and challenging experiences that staff carefully design to meet the needs of all children. For example, following the story of Goldilocks and the three bears, young children work as a group to plan and construct a house for the bears. Staff talk through possibilities as children choose from a stock of cardboard boxes, tubes and bubble wrap. Two- and three-year-olds begin to think about the properties of windows, the number of chimneys needed and why a house has a roof. They learn to work alongside each other, choosing and sharing tools for sticking, shaping and painting from a

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who attend

range of easily accessible and well-organised resources. Children estimate the length of tape required, learn to manipulate scissors and fix different textures together. Staff encourage children to reflect on their efforts, take pride in their achievements and not be scared to have another go or try a different strategy. In this creative environment, staff give children time to experiment and develop their own ideas, supporting them well as they gain new skills and confidence along the way.

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who attend

Babies also have a wonderfully vibrant array of toys to choose from, including baby gyms and walkers, musical toys and push button actions. Always looking for new ways for babies to explore their environment, thoughtful staff select a few clean cardboard boxes for them to discover. Babies practise climbing in and out of low boxes, developing two hand co-ordination as they learn to balance, stack and push over a small tower of boxes. This evokes more laughter and amusement as staff quickly recognise and share babies' excitement and rehearsal of newfound skills.

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who attend

The quality of teaching is good because staff routinely observe and reflect on each child's learning and development. Staff jot down quick observations of children's new skills or interests. They link these to their knowledge of how babies and young children learn, and plan future activities with increasing opportunities to extend skills further. For example, older children are encouraged to listen to the story of the three bears again, so they recall familiar repeated phrases and recognise emotions and changes in the bears' voices. This helps prepare them for informal role play and more formal productions where staff and children act out the story for each other. Staff are therefore constantly 'raising the bar'; noticing and celebrating children's achievements and challenging them to meet their next steps in learning. As a result, children make good progress towards early learning goals across all areas of development.

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who attend

The accuracy and rigour of the nursery's system for recording, assessing and tracking children's progress supports effective planning to meet the needs of all children. Each child's key person maintains a learning journey that includes an informative balance of quick and long observations, photographic records, art work and progress checks for two- year-old children. Each snippet of information is dated, linked with areas of learning and development and related to next steps or targets that children could achieve through well- planned support. Parents and staff alike can clearly identify progress as they refer back to the information they shared prior to children's start at the nursery. They can also question delays or gaps in children's learning so that other strategies can be implemented promptly to further support children. Many children at the nursery are learning English as a second or third language. Frequent progress reviews log how fast children are catching up with

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who attend

their second language, and indicate their readiness for moves to school. Parents of children learning English as an additional language enthuse about the skills of the staff and the progress their children have made. They comment that their children are very happy to attend the nursery and appreciate the emphasis staff place on developing skills in listening, understanding and speaking.

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

The nursery's purpose-designed suite of rooms forms one side of the central plaza in the midst of a new housing development. Consequently, most families are new to the area and do not have extended families or established social support networks close at hand. Managers and each child's key person place a high priority on supporting their families as they settle and form a new community. The nursery charges an hourly rate so parents have the flexibility and choice to match childcare to their own family needs. This system works well as children settle in to a new environment and as parents settle in to their own weekly challenges. As parents drop and collect children at different times throughout the day, there are plenty of opportunities for personal exchanges and updates. Parents can check the planning board in the entrance hall to anticipate what their child will be doing each week. They can link topics in with activities at home and share in their children's

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

experiences. Parents also enjoy searching the display of annotated photographs which illustrate activities as the week progresses.

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

Most parents quickly engage in their children's learning, willingly bringing their own skills, knowledge and experience to the nursery. For example, some parents visit the nursery to support topic work such as 'people who help us'. They support staff as children learn about dental hygiene, keeping buildings clean and cooking healthy food from around the world. Others arrive with items of interest from different homes around the world. This is a rich and cosmopolitan learning environment where children soon learn to value diversity. They hear other languages, see a wide range of cultural practices and unite in play and exploration of their own community. The strong emphasis on fostering children's personal, social and emotional development means they are well prepared for change and quickly adapt to new environments.

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

Staff bring children of all ages together at meal times and mix age groups for other relevant activities. There is a keen focus on children of all ages learning how to be safe and keep themselves healthy. Bathroom facilities are well designed to support the growing independence of young children. As staff see that children wash and dry their hands ready for a meal, each child is handed a 'special ticket'. A green ticket, for example means that children need to find a space around the green table, or on a green chair. Children enjoy hunting for colours and enjoy sitting and sharing food and conversation with a new group of friends. This strategy really helps children form bonds right across the nursery, as the babies are also nearby in their highchairs. One parent comments, that while she delights in the educational progress her child is making, she is most reassured when she observes older children thoughtfully looking out for their younger friends. This also helps children

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

move smoothly from one group to another as they progress through the nursery. Staff already know children well and they feel safe and secure with all staff across all areas of the nursery. Staff model clear expectations for kindness and good behaviour across the nursery and children generally rise to those expectations.

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

Arrangements within the building are highly flexible with three adjoining rooms that can be opened as one, used separately or partially linked. The final room is kept free of too many furnishings and provides a good-sized space for group construction, plays and indoor physical exercise. Each room also has doors to an enclosed outdoor play area. This enables children in one or all play areas to free-flow between the outside and inside. Not all parents have been happy with their children playing outside in the winter weather and staff work hard to encourage parents to leave appropriate clothing for all weathers at the nursery. The outside play area is partially covered, but the poor weather over the winter and sometimes a lack of suitable outdoor wet-weather clothing has had an impact on children's opportunities to be able to fully enjoy learning through outdoor play. Children already help risk assess the area by jumping in their wellington boots to see how much

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

water has soaked into the special surface. They enjoy scooting along the winding path around pillars and taking bears for a stroll in toy buggies. Access to the fresh air in all weathers helps to keep children healthy, fit and connected with nature. Parents comment that they would like their children to go out on trips into the community. Staff are keen to develop these possibilities as a local park has recently been completed and shops are within easy reach.

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provision

The nursery is owned and managed by a close, professional family team. The benefits of this are apparent in their shared drive to improve services for families in the community and achievements for children at the nursery. There is also a strong sense of the nursery functioning as a large family who share meals together, support each other and celebrate individual strengths. The joint owner managers have a good understanding of the learning and development requirements. There are also effective systems in place to monitor the effectiveness of the educational programmes they deliver. The way in which children's development across all areas of learning, and across all areas of the nursery is tracked is particularly good. Planning and assessment are consistent, precise and used effectively to provide interesting and challenging learning experiences for all children. As a result, children's individual needs are recognised, targeted and supported. Where necessary, staff

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provision

implement additional strategies to help close gaps in children's learning. Effective relationships with local health visitors and local speech and language therapy services support parents and provide timely interventions and specialist guidance. There is a clear focus on developing the prime areas of learning for every child. This is to enhance the listening, understanding and speaking skills of the many children at the nursery who are learning English as an additional language.

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provision

The leadership and management team clearly understand the safeguarding and welfare requirements of the Early Years Foundation Stage. All staff have completed recent training in safeguarding children and are relatively well versed in this area to enable them to protect children appropriately. Staff meetings contain a routine focus on developing staff confidence and observations to further protect the needs of individual children. Contact details for the Local Safeguarding Children Board are also clearly on display should staff or parents seek them in a hurry. This is particularly important in such a close-knit community where expressing any concerns may be more challenging. Management and staff do however place children's safety and welfare as their highest priority.

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provision

Systems for vetting and recruiting staff are thorough. There are clear procedures for ensuring the suitability of those who work at the nursery and to ensure they remain fit to do so through a thorough system of induction training, appraisals and supervision. The nursery has clear and well-understood policies and procedures for assessing any risks to children's safety. Routine procedures for risk assessments for all rooms and the outside area are regularly checked. This helps to ensure that staff do everything possible to make and keep the environment safe for children.

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provision

All mandatory documentation for the safe management of the nursery is in place and is accurately maintained. All but the newest apprentices have recently updated first aid training. First aid kits are accessible in case of accident or injury. The nursery keeps written records of accidents, injuries and first aid treatment including evidence of when parents are informed, as part of their safeguarding procedures. Staff and children practise evacuation drills at different times of the day and the week. The managers have good systems in place to prevent unauthorised access and have a procedure for checking visitors to protect children's well-being. Measures are also in place to ensure that they only release children to parent approved individuals. Parents appreciate the security in place to help keep their children safe and to enable drop off and collection at times they choose. Partnerships with parents are developing well. As the nursery becomes more established,

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provision

managers are evaluating the most effective ways of sharing information with parents. Systems for providing six-weekly topic updates and newsletters along with a rolling programme of small group parents' evenings are being trialled. The management team are also rapidly building up their links within the local community and parents are also instrumental in extending these for the benefit of all their children.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary 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 EY466160 Local authority Reading Inspection number 934802 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 0 - 8 Total number of places 80 Number of children on roll 58 Name of provider Little Kingdom Daycare Ltd Date of previous inspection not applicable Telephone number 01189866758

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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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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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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