Synergy Kids

Synergy Kids Lake Forest House, Forest Road, Ilford, Essex, IG6 3HJ

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Inspection date

Previous inspection date 18 June 2018 18 January 2018

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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:

 Not all staff understand how to use assessments to identify each child's learning needs effectively. They do not consistently assess where children are in all areas of their learning and development. In addition, staff do not accurately identify and plan for children who need further support or those who are most able, to help them achieve as well as possible.  At times, staff miss opportunities to encourage children's independence and their understanding of personal safety as they explore and play.  Staff do not consistently encourage children to use mathematical language, to encourage their early mathematical skills further.

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It has the following strengths

 Staff use training positively, for example, to develop a shared approach to managing children's behaviour and to help them learn to treat each other kindly.  Staff's daily routines enable children to play in a clean environment where they learn from an early age the importance of good hygiene procedures.  Staff work well with parents to keep them informed about their children's care and to encourage their involvement in their children's development. Parents say that staff are caring, supportive and keep them well informed about their children's achievements.

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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

 ensure staff consistently assess children's progress across all areas of learning and accurately identify their next steps to challenge and extend each child's skills. 03/07/2018

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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

 develop more opportunities for children to do things for themselves during everyday routines, to promote their independence fully  help children learn to manage their own personal safety as they play  make the best of all opportunities to support children's early mathematical understanding, with particular regard to using mathematical words.

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Inspection activities

 The inspector observed staff's interactions with the children and the quality of teaching indoors and outdoors.  The inspector spoke to staff throughout the inspection at appropriate times.  The inspector invited the provider to complete a joint observation and also held a meeting to discuss procedures.  The inspector sampled a range of documentation, which included staff's records, assessment reports, the record of the risk assessment and insurance certificates.  The inspector spoke to parents during the inspection and took account of their views.

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Effectiveness of the leadership and management requires improvement

Safeguarding is effective. The provider, who is also the manager, has made improvements to address the actions set at the last inspection. For example, the provider implements secure vetting processes to recruit new staff and routinely checks the ongoing suitability of all those working with children. She maintains adult-to-child ratios throughout the day, including when children who attend before- and after-school are on the premises. The provider and staff conduct risk assessments to minimise hazards. The staff demonstrate a secure understanding of the procedures to follow should they be concerned about a child's welfare. Self-evaluation is developing, although monitoring processes are not fully effective in helping to move children forward in their learning.

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Quality of teaching, learning and assessment requires improvement

Staff become involved in children's exploration and use their knowledge of children's interests to support their developing skills through play. For example, staff plan a range of activities that children enjoy. Children like to experiment with messy activities, such as sand, water and soil. However, there are inconsistencies in how well staff assess children's abilities and plan for their learning needs. Also, staff miss opportunities to extend children's mathematical skills and their ability to use mathematical language. Therefore, children do not always make as much progress as they could. Nevertheless, staff create opportunities in an enjoyable way to help children learn the letters of the alphabet and to find letters they recognise, such as those in their names. Staff offer young children opportunities to explore making sounds, including with musical instruments.

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Personal development, behaviour and welfare require improvement

Staff gather useful information from parents about their child's development when they start, to get to know the children's individual needs. Staff respond to children's care needs, which helps children to settle and form emotional attachments with them. Children enjoy nutritious meals that help them to develop healthy eating habits. Staff do not consistently encourage children to do things for themselves, such as putting on aprons and their shoes independently. Staff provide daily opportunities for children to have access to fresh air and take part in physical exercises. However, they are not always consistent in helping children to understand how to stay safe as they explore and play. Staff make useful links with other professionals to promote continuity of care for children.

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Outcomes for children require improvement

Children take part in a range of activities and develop some skills to prepare them for their future learning. For example, young children learn to string words together. Older children learn to respond to questions and talk about their experiences. Children enjoy listening to stories and are keen to complete well-known phrases. Children make some steady progress. However, staff do not fully identify appropriate next steps for children's learning and development. This means that children are not always given sufficient support or challenges to help them make good progress.

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Setting details

Unique reference number EY543185 Local authority Redbridge Inspection number 1122918 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 1 - 4 Total number of places 35 Number of children on roll 41 Name of registered person Synergy Kids LTD

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reference number

Date of previous inspection 18 January 2018 Telephone number 07951605854

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reference number

Synergy Kids registered in 2017. The setting is in Fairlop, in the London Borough of Redbridge. The setting opens Monday to Friday from 7am to 6.30pm, for 51 weeks of the year. The setting also provides care before and after school from 7am to 8.30am and from 3.30pm to 6.30pm during term time, and from 7am to 7.30pm during school holidays. The provider employs 10 staff, eight of whom hold appropriate qualifications in early years from level 2 to level 5.

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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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reference number

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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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