Kaleidoscope Nursery

Inspection of Kaleidoscope Nursery Windmill Road, Longford, Warwickshire CV6 7BP

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Overall effectiveness Inadequate

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

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The provision is inadequate

Children are not making the progress in their learning that they could do. The quality of education is inconsistent and, at times, ineffective. The provider and staff do not implement a curriculum that is ambitious or clear. This results in older children not always engaging in activities or resources and they become restless and bored. Consequently, their behaviour and attitude to learning are poor. Children take part in an activity with sticks and ribbons. There is no clear purpose or learning intention for this activity, other than for children to 'let of steam'. As a consequence, children do not listen to staff and they instead chase each other and hit each other with the sticks.

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The provision is inadequate

Risk assessments of equipment available to younger children have not been completed effectively. This means children's safety is compromised. Cots that children sleep in are dirty. Mattress covers are splitting and the foam inside is exposed. A foam mirror has been chewed and bitten by younger children and foam parts from this are loose and present a risk of choking to children. Furthermore, the provider has not completed the appropriate checks to ensure that all persons who have contact with children are suitable.

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The provision is inadequate

Despite the weaknesses, children arrive at the nursery happy and confidently leave their parents. Staff are friendly towards children and children show that they are happy in their care as they seek reassurance from them. Younger children enjoy playing in sand. They use tools to scoop and pour, and watch sand trickle through the holes. All children enjoy spending time outdoors. Children are developing problem-solving skills as they work out how to balance guttering to watch the balls roll down. They use their physical skills to kick balls and enjoy banging on a metal glockenspiel and xylophone while staff sing songs requested by children.

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need to do better?

n The COVID-19 (coronavirus) pandemic has had a significant impact on the setting. This, alongside the provider's change in curriculum and planning, has impacted on the quality of education provided for children. The curriculum is poorly planned and implemented. Staff do not understand how to plan for children's learning. They do not provide children with learning that is tailored to their individual needs. As a result, children make poor progress. n The systems to monitor staff practice are ineffective. The provider has been unable to complete all the staff appraisals. This means weak practice has not been identified. Staff are not supported to implement the changes in planning to enable them to provide a well-thought-out curriculum that meets children's individual needs. n Children across the setting are not consistently provided with the same

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need to do better?

6 October 2021 opportunities or access to resources to help support their learning. Older children have access to a wide variety of resources and activities. However, staff are not effective in encouraging them to access these. This results in children being disinterested. They run around being boisterous or play on their own without any staff intervention. This creates a chaotic environment that disrupts any meaningful support for children's learning. Staff are unable to support older children's learning as they play. This is because their time is taken up by trying to monitor children's basic safety and attend to their care needs. n Children with special educational needs and/or disabilities (SEND) are not always well supported. Funded children with SEND benefit from one-to-one care. However, this is not always as effective as it could be. When children are not receiving this care, other staff do not successfully engage them in the activities

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need to do better?

that are on offer. As a consequence, children who have SEND do not make good progress in their learning. n Children in the younger room are well supported to gain early communication and language skills. However, this is not consistent across the setting. At times, staff do not always ask children questions that require them to provide anything more than a 'yes' or 'no' answer. This does not effectively support children in building their vocabulary and longer sentences. n Children are provided with some opportunities to learn and gain independence. They use a self-registration system so they can independently register themselves. Children are encouraged to toilet independently and these self-care skills are started in the younger rooms. However, there are some missed opportunities to promote these further and equipment does not always support children to extend these skills. For example, knives provided for children to slice

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need to do better?

up their own fruit for snack do not cut and are therefore ineffective. n Parents report that they are happy with the care their children receive. They say staff are friendly, that their children enjoy nursery, and that children are learning things that they have not taught them at home. They receive information via an online application to keep them updated on their child's progress. However, they do not receive any support on how they can extend their child's learning further at home. n The provider has ensured that children's dietary requirements and allergies are considered when preparing meals for them. Children benefit from freshly cooked hot meals, prepared by a qualified cook. Healthy snacks and drinks are also accessible. Children wash their hands before snacks and after playing outside.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

The provider has not been robust in ensuring that all staff are suitable. An enhanced criminal record check has not been obtained for all persons who have contact with the children. In addition, the systems in place to ensure safer recruitment are not always followed consistently. Staff have attended basic safeguarding training and are able to recognise signs and symptoms of possible abuse in children. However, they are not able to confidently explain how they

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Safeguarding

6 October 2021 would report concerns to statutory agencies if the designated safeguarding lead for the setting did not. Staff do not have a robust knowledge of some safeguarding issues, such as female genital mutilation and 'Prevent' duty. As a result, children are not robustly safeguarded. Risk assessments are not used to identify potential hazards and, as a result, children's safety is not assured. The premises are secure and no unauthorised individual can gain entry.

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Due date

take all reasonable steps to ensure the safety of children by making sure equipment and resources are effectively risk assessed, so they do not pose a risk of harm to children 29/10/2021

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Due date

obtain an enhanced criminal record check for every person aged 16 and over who works on the premises on which the childcare is provided 12/11/2021

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Due date

improve the systems in place to ensure that staff, and any other person who may have regular contact with children, are suitable; this is with reference to completing enhanced criminal record checks 12/11/2021

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Due date

train all staff to understand the setting's safeguarding policy and procedures to ensure they know how to report concerns to other agencies in the absence of the designated safeguarding lead 29/10/2021

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Due date

help staff to gain a better understanding of wider safeguarding issues, including 'Prevent' duty and female genital mutilation 29/10/2021

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Due date

6 October 2021 carry out staff supervisions to provide support and coaching to help staff better understand their roles and responsibilities with regards to planning and delivering the curriculum 12/11/2021

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Due date

improve all systems to monitor and improve the quality of staff interactions with children to raise the quality of teaching to good 12/11/2021

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Due date

support staff to plan and implement a high-quality curriculum that is consistently delivered, so that all children, including those with SEND, are engaged, motivated and effectively supported in their learning 30/11/2021

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Due date

ensure that all children have access to appropriate and simulating resources to promote their development and learning needs. 30/11/2021

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should:

n provide more opportunities for children to develop their independence n support staff to develop more effective questioning skills to extend children's communication and language skills n support parents to contribute to their child's development by sharing strategies to help extend their child's learning even further at home.

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Setting details

Unique reference number 507762 Local authority Coventry Inspection number 10209337 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 52 Number of children on roll 58 Name of registered person Kaleidoscope Nursery Limited

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reference number

Telephone number 02476 637823 Date of previous inspection 15 August 2018

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Information about this early years setting

Kaleidoscope Nursery registered in 1995. The nursery employs 11 members of childcare staff, all of whom hold early years qualifications ranging between level 2 and level 6, and a qualified cook. The nursery opens all year round from 7.45am to 5.45pm, Monday to Friday. 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 nursery received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken this into account in the evaluation of the nursery. n We carried out this inspection as a result of a risk assessment, following information we received about the provider. n The inspector spoke with staff, parents and children at appropriate times during the inspection and took account of their views. n The inspector held a meeting with the provider. She reviewed a number of relevant documents, including evidence of suitability of staff, Disclosure and Barring Service checks, paediatric first-aid certificates, safeguarding policy and procedure and accident and injury records. n The inspector observed the quality of education being provided indoors and outdoors, and assessed the impact that this was having on children's learning.

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Inspection activities

n The inspector and provider completed a learning walk across all areas of the nursery to understand how the curriculum is organised. n The inspector carried out a joint observation of a group activity with the provider.

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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

6 October 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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