Kids Planet Christie Fields

Inspection of Kids Allowed Christie Fields Joshua House, Christie Fields, Manchester M21 7QY

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Overall effectiveness Inadequate

The quality of education Good Behaviour and attitudes Good Personal development Requires improvement Leadership and management Inadequate Overall effectiveness at previous inspection Not applicable

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The provision is inadequate

The management team does not deploy staff effectively to meet the needs of all children. Staff in the large pre-school classroom struggle to appropriately manage at particularly busy periods, for example during the first few hours of the day when large numbers of children arrive at once. Some children run around and play aimlessly or boisterously as they are lacking guidance from staff. Other children find it very difficult settle upon arrival.

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The provision is inadequate

The management team has failed to support new members of staff at the setting effectively. New staff are expected to fulfil roles they have not been adequately trained or prepared for. For example, some do not have the benefit of learning from those who are more established in their roles. They are expected to care for large groups of children who they do not know, and who do not know them. This has an impact on younger children's ability to settle upon arrival, particularly in the pre-school room. Over time, they do gradually feel able to join their friends to play.

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The provision is inadequate

Toddlers and pre-school children demonstrate warm bonds with staff and actively seek their company. Staff also enjoy these interactions and extend children's learning well within their play. Two-year-olds independently look at books. They sit peacefully, flipping through the pages and studying every detail happily. Four-year- olds are overcome with delight when they are given the opportunity to appear in a talent show. They bravely stand up and perform in front of their friends, demonstrating impressive confidence and self-esteem. Children show respect and support for one another as they enthusiastically applaud their peers.

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need to do better?

n Some staff have unreasonable workloads. When pre-school children arrive at busy times, they are brought into the room in groups and quickly scatter into the environment. As a result, staff are overwhelmed and do not always know how many children are present. In the case of an emergency, staff would not confidently know which children are present in the pre-school room. In addition, leaders choose for some older two-year-olds to attend the pre-school room. However, they have not ensured the quality of care for children aged two, when making changes to the required ratios. n New staff are not adequately supported in their roles. They are expected to run a large pre-school room without help from any established staff. As a result, children do not have a familiar adult to support them as they settle into this room. Children become upset or disorderly in the chaotic environment. Staff do not know children well enough to meet their individual emotional needs. This

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need to do better?

means while some children experience calm, organised environments within the setting, other children do not have the same experience.

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need to do better?

18 June 2021 n New staff have not received appropriate induction training to help them understand their roles and responsibilities. This is particularly in relation to safeguarding, and when covering for absent key workers. At these times, children do not have the benefit of an adult who knows them well and understands their individual needs. n The management team and staff have designed a well-thought-out curriculum. They work hard to ensure the curriculum is adapted to meet all children's individual needs. As a result, most children are engaged with their learning, particularly in the toddler and pre-school rooms. Children benefit from targeted learning experiences which aid their progression. Younger children giggle and squeal with delight as they examine some potted plants and imagine what animals could be hiding inside. Older children play imaginative games where they cross 'rocky seas' in search of 'hidden pirate treasure'.

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need to do better?

n Children's early reading and mathematical skills are supported very well. Children confidently showcase their knowledge when asked to identify numbers and letter sounds and solve simple mathematical problems. Staff skilfully build upon what children already know in order to further extend their learning. This helps children begin to prepare for the upcoming transition to primary school. n Children behave well. They listen to staff and follow instructions carefully. During mealtimes, they sit nicely and talk to their peers. Staff play classical music to set an ambience and encourage children to talk about the food they are eating. Children enjoy this experience and relax as they enjoy their food. n Parents appreciate this setting. They are particularly grateful for the support offered during the COVID-19 (coronavirus) pandemic. Parents were thrilled to receive home learning packs and helpful communications from staff to support

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need to do better?

children's ongoing development. Parents comment that staff are 'amazing' and 'really care'.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

Not all staff know the procedures to follow should they have concerns about another member of staff or the management team. The management team does not ensure staff have adequate safeguarding knowledge before leaving them with large groups of children, with no support. As a result, children are not always being cared for by adults who fully understand their safeguarding responsibilities. The designated safeguarding lead and more established members of staff can confidently recognise the signs and symptoms that may indicate a child is being abuse. They are aware of the different safeguarding procedures they must follow.

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Due date

ensure all staff, particularly new members of staff, fully understand their safeguarding roles and responsibilities, including what to do if they feel safeguarding concerns are not being taken seriously by the designated safeguarding lead 28/06/2021

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Due date

ensure staff are deployed effectively at all times in order to meet the needs of all children, and good-quality care is maintained, particularly when making exceptions to the required staff-to-child ratios for children aged two years 28/06/2021

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Due date

ensure all new staff receive adequate induction and training to fulfil all aspects of their roles and responsibilities effectively. 09/07/2021

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should:

n ensure staff understand when they are covering duties for an absent key worker and are able to accurately and actively support children's individual needs.

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Setting details

Unique reference number 2593086 Local authority Manchester Inspection number 10198033 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

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inspection

Total number of places 275 Number of children on roll 412 Name of registered person Kids Planet Day Nurseries Limited

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reference number

Telephone number 0161 434 6594 Date of previous inspection Not applicable

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Information about this early years setting

Kids Allowed Christie Fields registered in 2018. The nursery employs 70 members of childcare staff. Of these, 61 hold appropriate early years qualifications between levels 2 and 6. The nursery opens Monday to Friday, all year round, from 7.30am until 6.30pm. It provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. The baby unit was closed during the inspection. n The manager and the inspector discussed the curriculum offered and its impact on children's learning and development, during a learning walk. n Leadership and management discussions were held throughout the day between the manager, the inspector and the senior management team. Relevant documents, such as those relating to staff suitability, were scrutinised. n A joint observation was conducted by the manager and the inspector. The manager also joined the inspector for general observations during the inspection, so they could evaluate practice together. n Children and parents shared their feedback with the inspector, which was taken

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Inspection activities

We carried out this inspection 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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Inspection activities

18 June 2021 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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