Kish Kindergarten

Kish Kindergarten Sea Scout House, Petersham Meadows, RICHMOND, Surrey TW10 7AA

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Inspection date 27 February 2019 Previous inspection date 23 November 2018

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This inspection: Good 2

Previous inspection: Inadequate 4 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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This provision is good

n The manager has worked with the staff and taken effective action to address previous weaknesses identified at the last inspection. For example, recent training means that the manager and staff know how to identify when a child may be at risk of harm and what action to take to keep them safe. They also understand how to identify and respond to children, who may be at risk from extreme views or behaviours. n Children are happy when they arrive and demonstrate that they are emotionally secure. They enjoy playing with friends and staff and demonstrate good social skills. n The manager ensures children benefit from a strong key-person system. Settling-in processes at the start and at the beginning of the day are highly effective. n Staff place a strong focus on helping children to develop their language and vocabulary skills. Children's communication and language skills are flourishing, including those who

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This provision is good

speak English as an additional language. n Staff work effectively in partnership with parents. For example, they keep parents fully informed about their children's progress and well-being and encourage them to contribute to next steps in children's learning. Staff work well with other professionals and settings involved with children, to support their needs. n Staff miss opportunities to interact with the less confident children to ensure they are fully engaged and immersed in learning as much as possible. n Although the manager monitors individual children's progress well, this is not as effective when monitoring the progress made by different groups of children to identify trends and close any gaps in learning promptly.

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

n enhance the quality of interactions with the less confident children, ensuring they are fully engaged and immersed in learning as much as possible n strengthen the systems for monitoring the progress made by different groups of children, to identify gaps in areas of learning and development more precisely.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact this has on children's care and learning. n The inspector spoke with staff and children at appropriate times throughout the inspection. n The inspector completed a joint observation of a planned adult-led activity with the nursery manager. n The inspector held a meeting with the nursery manager. She looked at relevant documentation and evidence of the suitability of staff working in the nursery. n The inspector spoke to parents during the inspection and took account of their views.

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Effectiveness of leadership and management is good

Safeguarding is effective. The manager and staff know the procedures they must follow in the event of a child protection concern about a child in their care. They know the procedures to follow in the event of an allegation made against a member of staff. Staff carry out thorough risk assessments and remove any hazards that may harm a child. Staff work well together to make sure they deploy themselves effectively and supervise children well at all times. The manager carries out effective recruitment and induction procedures to help ensure staff are suitable for their role. Staff benefit from regular supervision meetings with the manager. These give them opportunities to discuss their role, talk about any concerns they may have and receive support to access further training to help them to build on their roles and responsibilities. The manager evaluates the provision well and considers the views of staff and parents, to help make

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Quality of teaching, learning and assessment is good

Staff observe and assess children's learning well. They identify what children need to learn next. Staff engage enthusiastically with children. Children benefit from adult-led activities and opportunities to explore and lead their own play. Staff teach mathematics well. They skilfully use spontaneous moments in children's play to support their learning. For example, they effectively challenge children to solve problems, compare sizes and count objects within their play experiences. Staff support children's literacy development well. For example, they look at books the children have chosen from their local library. They also read stories using good expression and encourage children to write their own name. Children enjoy making up their own imaginative stories and display good listening and attention skills.

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Personal development, behaviour and welfare are good

Children form strong attachments with staff and their peers. Staff support children's physical development well. For example, children climb low level trees, jump and balance on stepping stones and move freely with confidence. Children are provided with fresh and healthy food, which is tailored to suit those children who have special dietary requirements. Staff engage in conversations with the children at mealtimes and use these opportunities to promote the importance of a healthy diet and exercise. Staff help children to value each other's differences. For example, they help children who speak English as an additional language to use their home languages in the setting. Children behave well. All children are encouraged to be polite and have a good understanding of sharing and taking turns.

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Outcomes for children are good

Children make good progress in relation to their individual starting points. They demonstrate good hand-to-eye coordination. Children use tools for a purpose, such as spades to scoop and pour soil. They communicate confidently with each other, staff and visitors. They enjoy looking at books. Children enjoy plenty of opportunities to practise their writing skills and to use numbers as they play. Children display a positive attitude to their learning and develop the skills they need for the future, including starting school.

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Setting details

Unique reference number EY403278 Local authority Richmond Upon Thames Inspection number 10089129 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register Day care type Sessional day care Age range of children 2 - 8 Total number of places 30 Number of children on roll 65 Name of registered person Kish Kindergarten Ltd

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reference number

Date of previous inspection 23 November 2018 Telephone number 07887990903

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reference number

Kish Kindergarten registered in 2010 and is based in Petersham Meadows, Richmond. The kindergarten is open during school term time on Monday to Friday from 8.30am to 5pm. The setting employs nine members of staff, including the manager. Seven of whom hold appropriate early years qualifications from level 2 to level 6. The kindergarten also employs a cook.

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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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procedures 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 . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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