Koolkidz

Koolkidz Site 2 , Ward End School, Ingleton Road, Saltley , Birmingham, B8 2RA

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Inspection date

Previous inspection date 18 May 2018 1 October 2014

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Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Requires improvement Outcomes for children Requires improvement

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This provision requires improvement. It is not yet good because:

 Leadership and management are not effective in providing all staff with the support, guidance, coaching and training they need so that they have a good understanding of how to fully promote children's skills and interests.  Staff do not use precise assessments to plan activities that support and challenge each child effectively to reach the next stage in their learning.  Teaching practice is not flexible enough to ignite children's curiosity and support all children in exploring, developing their own ideas and finding things out for themselves.  Staff do not consistently identify a purpose for learning in the activities that they provide, or adapt activities well enough in accordance with children's different learning needs. The choice of activities is not broad enough to keep all children motivated.

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It has the following strengths

 Staff address children's personal, social and emotional development well. A gradual settling-in procedure is agreed with parents and this helps children to feel emotionally secure at the onset of care.  Children gain an understanding of similarities and differences, for example, with regard to different families, communities and traditions. The multilingual staff team supports children in using their home languages as well as English.  Staff provide a healthy snack and support children in independently serving it for themselves.

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What the setting needs to do to improve further

To meet the requirements of the early years foundation stage the provider must:

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Due Date

 make sure that supervision of staff is successful in providing guidance, coaching and training to ensure consistently good teaching and planning that continually promote each child's learning 31/07/2018

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Due Date

 use information gained from precise assessments of children's learning to consistently plan challenging activities to help all children make the best progress possible 31/07/2018

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Due Date

 provide opportunities for all children to follow their interests, explore and investigate, develop their own ideas and find things out for themselves, in accordance with their different stages of development. 31/07/2018

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Due Date

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

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Due Date

 extend the choice of activities and adapt learning opportunities as needed to help ignite children's natural curiosity and keep them motivated.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact this has on children's learning.  The inspector completed a joint observation with the manager, and discussed teaching methods with her.  The inspector held meetings with the provider and the manager. She looked at relevant documentation and evidence of the suitability and qualifications of staff working in the setting.  The inspector took account of parents' views.

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Effectiveness of the leadership and management requires improvement

The manager and her deputy monitor staff practice and evaluate the provision to identify some strengths and areas for improvement. However, the supervision of staff is not strong enough to ensure that teaching and planning for the next steps in children's learning are consistently good. Safeguarding is effective. Staff are aware of potential risks and minimise these appropriately. They ensure that the premises are secure. Procedures for staff recruitment, selection, induction and suitability meet requirements. Staff are aware of the signs of child abuse and their responsibilities to prevent children from being drawn into situations that put them at risk. They know the internal and the local referral procedures to follow if they are concerned about a child. Parents are happy with the provision. They are particularly happy that friendly staff care for their children.

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Quality of teaching, learning and assessment requires improvement

Staff do not make good enough use of the information gained from observing children to plan effectively for every child's learning. Teaching is variable. Some activities that are led or supported by staff do not capture all children's interest or challenge children of mixed abilities. Staff invite children to make play dough. They provide a large mixing bowl, flour, a jug of water and bottles of food colouring. Initially, only four older children choose to take part and they confidently make decisions about how much flour and water they want to mix and the colours they want to add. However, younger children join the group and staff do not adapt the activity well enough to ensure that all children are equally involved. A small group of children enjoy the challenge of recalling the sequence of events in a story about a gingerbread man, and they are able to count the number of characters in the story. However, staff do not make the most of learning opportunities for children in the

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Quality of teaching, learning and assessment requires improvement

host school's forest area while reading a story about a bear.

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Personal development, behaviour and welfare require improvement

Staff provide a welcoming environment. However, the available activities do not keep all children interested and are not inspiring enough. Children separate from their parents happily. They are settled and confident. Children are physically active. They behave well. They are aware of simple behaviour rules, such as lining up before staff open the door to the outdoor area. Children develop an understanding of dangers and how to keep themselves safe. For example, they learn how to cross roads safely while walking in the local community. Children learn to manage their self-care needs independently.

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Outcomes for children require improvement

Children gain sufficient skills to prepare them for school. However, they do not make as much progress as they can because teaching and activity planning for learning require improvement. Children are safe and happy. They build positive relationships with staff and other children. Children independently choose toys and books from those set out by staff and others that are easily accessible to them. Children are interested in books and enjoy trips to the local library.

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Setting details

Unique reference number EY338450 Local authority Birmingham Inspection number 1104519 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 4 Total number of places 26 Number of children on roll 47 Name of registered person Koolkidz Limited

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reference number

Date of previous inspection 1 October 2014 Telephone number 0121 675 5936 or 0121 675 5934

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reference number

Koolkidz registered in 2006. The setting employs six members of childcare staff, all of whom hold appropriate early years qualifications. One staff member is qualified at level 6 and five at level 3. The setting opens from 8.30am to 6pm, Monday to Friday during term time. The setting provides funded early education for two-, three- and four-year-old children.

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reference number

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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reference number

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

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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 reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

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reference number

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

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