Kiddi Caru Nursery

Inspection of Kiddi Caru Nursery Kiddi Caru Day Nursery, York Road, BURGESS HILL, West Sussex RH15 9TT

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Good

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The provision requires improvement

Children have many opportunities for outdoor play. Here, they explore the resources set out by staff to help children to initiate and create their own play and learning. For example, young children enjoy the sensory experience of playing with the toy animals in water and shaving foam. Older children become engrossed in looking at leaves, learning about how and why leaves fall from the trees in autumn. Some staff clearly understand the plan for the curriculum and implement this well. However, this is not consistent and not all staff's interactions and play with children is as effective in extending learning experiences. Some staff, occasionally, allow daily nursery routines to take precedence over providing high-quality interactions.

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The provision requires improvement

Most children have a key person to enable them to build secure attachments with staff from the start, but this is not consistent across the nursery. However, staff do show a secure knowledge of children's levels of development and learning needs. Children learn to manage their behaviour and staff sensitively encourage and support incidents that arise. Children access an environment that is clean, and staff undertake appropriate hygiene regimes. However, the risk assessment process is sometimes less effective, and staff do not consistently highlight and remove hazards.

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need to do better?

n The manager is new to the setting and is realistic in her assessments of the provision. She has clear and ambitious actions for improvement, including for the curriculum. The setting has recently been through many staff changes, causing a slightly unsettling time. This has contributed to some breaches of requirement, although these do not have a significant impact on children's well- being and learning. n Staff state that they feel supported by leaders and know that they can approach the manager or her deputy. They understand that leaders will listen to their concerns and that support will be given or action taken. Staff have regular meetings with leaders, enabling them to explore further training and development opportunities. n Children enjoy taking the lead in their play and learning experiences and are able to make friends with others. Some staff are highly skilled in their interactions with children. They make the most of every opportunity and bring in

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need to do better?

all areas of learning. However, this is not fully consistent across the provision. For example, staff do not always maintain children's interest in an activity as they are distracted by other tasks. Some staff do not plan routines effectively and children become distressed while they have to wait. Also, after mealtimes, staff persist in clearing up rather than consistently meeting the needs of children.

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need to do better?

16 September 2021 n Staff actively seek support for children with special educational needs and/or disabilities. This enables early diagnosis and support plans to be implemented without delay and for gaps in learning to close swiftly. The special educational needs coordinator fully understands her role and responsibilities and effectively supports children and staff. For example, when children move from one age group room to the next, she works with children and staff to ensure that this is an easy progression. Staff use additional funding children receive successfully and specifically to enhance the outcomes for individuals. n The setting operates a key-person system, which supports children to develop relationships with staff and enhances children's emotional well-being. However, this system is not consistently adhered to. Although staff do know children well, this does not fully support children to build highly effective bonds with staff from

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need to do better?

the outset. n Staff foster effective partnerships with parents. They speak highly of the ways staff communicate with them, including how they welcome the use of an online system. They comment that this helps them to understand their child's level of development and how they can support their children's learning at home. n Staff are aware of children's family backgrounds and cultures. However, staff do not purposefully explore and plan ways in which they can successfully embrace children's heritage and cultural backgrounds. This does not fully support all children's awareness of similarities and differences in their community and wider world. n Staff, occasionally, question children without giving them the time they need to process their thoughts and respond. This does not fully support children to enhance their communication and language skills. However, children do show great delight as staff animatedly sing songs and read stories. For example,

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need to do better?

young children clap their hands and move their bodies to the music and toddlers and older children sit and cuddle with staff as they enjoy their favourite stories.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff carry out risk assessments. However, on occasions, their assessments do not always highlight and minimise all potential hazards. For example, they do not always identify small or broken resources or monitor messy play activities to prevent children from slipping over. The manager follows safer recruitment procedures to ensure that staff caring for children are suitable. Staff have a clear knowledge of child protection issues, including the wider aspects of safeguarding. They understand their roles and responsibilities in keeping children safe and how to refer any concerns that they may have about children or adults.

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Due date

build on support for staff to enable them to offer consistently high levels of interaction and play experiences for children, while effectively incorporating nursery routines 14/10/2021

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Due date

ensure that every child is allocated a key person to enable all children to build secure attachments from the outset 14/10/2021

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Due date

ensure that the risk assessment process is effective in highlighting and minimising hazards in the environment 14/10/2021

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Due date

support staff to enhance their understanding of how to enable children to share their ideas, providing them with the time they need to process questions and to verbalise their response. 14/10/2021

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should:

n strengthen how staff embrace children's cultural backgrounds and heritage to support children to reflect on differences and understand what makes them unique.

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Setting details

Unique reference number EY357124 Local authority West Sussex Inspection number 10206754 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 100 Number of children on roll 158 Name of registered person The Childcare Corporation Limited

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reference number

Telephone number 01444 257 971 Date of previous inspection 15 March 2018

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Information about this early years setting

Kiddi Caru Nursery registered in 2007. It is open from 7.30am to 6.30pm on Mondays to Fridays all year round. There are 23 members of staff, 17 of whom hold early years qualifications between level 6 and level 2. The nursery is in receipt of funding to provide free early education for three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the setting received since the COVID-19 (coronavirus) 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. n The manager and the inspector completed a learning walk together and discussed the curriculum. n The inspector carried out a joint observation with the manager, spoke with staff and interacted with children. n Parents shared their views about the setting with the inspector. n The special educational needs coordinator spoke to the inspector about how they support children with special educational needs and/or disabilities.

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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

16 September 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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