Kids Come First

Inspection of Kids Come First Kids Come First, Bradford Road, CLECKHEATON, West Yorkshire BD19 3PN

p.1

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

p.1

The provision is inadequate

There are substantial weaknesses in safeguarding practice that have a significant impact on children's welfare. For example, staff do not implement the setting's safeguarding policies and procedures in practice. They do not consistently share child protection concerns with the designated person for safeguarding in the setting, so that they can take the appropriate action. This compromises children's safety and leaves them at potential risk of harm.

p.2

The provision is inadequate

The arrangements for settling children into the setting are poor. For example, children are not allocated a key person when they first start at the setting. This means that children and their families do not have a familiar person who they can begin to build a relationship with. Furthermore, the manager does not ensure that staff working with children have the relevant information required to meet their individual care and learning needs. This has the potential to put children at risk if staff miss essential information about a child's individual care needs.

p.2

The provision is inadequate

The poorly planned curriculum means children do not receive an acceptable quality of education. The management team do not ensure that the educational programmes provide children with a range of suitably challenging learning opportunities. Staff do not provide children with the level of support that they need to help develop their knowledge and skills. For example, children access activities with little stimulation or interaction from staff. As a result, some children do not engage in meaningful play. They quickly become bored and walk around the room aimlessly. This results in some children becoming upset and fractious with their peers. Staff fail to recognise or respond appropriately to instances of children's poor behaviour, so that they remain safe and their emotional needs are met. This has a significant impact on children's learning and well-being.

p.2

need to do better?

n The management team do not identify effective ways to help drive improvement in the quality of education and care practices across the nursery. As a result, staff do not receive the support, coaching and training that they need to develop the level of knowledge and skills required for their roles and responsibilities. This has a significant impact on children's learning experiences and welfare. n The health and well-being of all children are significantly compromised by the poor health and hygiene practices. For example, staff do not always clean children after using the potty or encourage them to wash their hands. Staff working with babies and younger children frequently kiss them on their mouth. This does not help to promote the good health of children or take account of current guidance on how to help stop or minimise the spread of infection. n The management team do not ensure that there is a sufficient number of staff

p.2

need to do better?

4 March 2022 working directly with children at all times. This significantly compromises the quality of care and children's safety. For example, there are not enough staff to adequately supervise children while they are eating. Babies and younger children crawl over to tables and eat left over food. This does not help to keep children safe and protect them from risk of harm. n Staff are not deployed effectively to meet the individual needs of all children, including those with special educational needs and/or disabilities (SEND). As a result, children do not receive the targeted support and interventions needed in their learning. Furthermore, the management team do not use additional funding effectively to ensure children receive the level of support that they require. This has a negative impact on the levels of progress children make. n Staff do not know that they need to complete a progress check for children aged

p.2

need to do better?

two-years-old. They are not aware that they should share a summary of the child's development with parents and other professionals, such as a child's health visitors. This does not help to ensure that children receive the targeted support that they might need from the earliest point. n The range of activities and learning experiences on offer for children are poor. For example, the resources for babies and younger children are limited and mundane. They do not match children's stage of development or take account of their interests. Staff working with older children do not provide them with age- appropriate opportunities to develop their literacy, mathematical and creative skills. n Children do not receive consistently good opportunities to develop their vocabulary and language skills. For example, staff working with babies and younger children do not talk to children enough during play or help children to

p.3

need to do better?

develop their language skills. Staff working with older children do not include those who are more reluctant communicators, when asking questions during story time. n Children enjoy the time they spend outdoors exercising and playing in the fresh air. Older children learn how to navigate the space and thoroughly enjoy riding balance bikes, trikes and scooters. However, staff do not provide babies and younger children with consistent opportunities to develop their physical skills, despite them becoming more mobile.

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

The management team have a poor insight into the implementation of the setting's safeguarding policies and procedures. They do not recognise significant weaknesses in the staff's knowledge and understanding of how to identify and respond to child protection concerns. Furthermore, the management team and staff do not implement the setting's procedures for keeping accurate and detailed records regarding child protection matters. They do not ensure that all information and records are stored securely and only made available to those who require access to them. This does not help to safeguard children and protect them from harm. Staff do not consistently record children's attendance in the registers when

p.3

Safeguarding

4 March 2022 they arrive at the setting. This does not help to ensure that all children are accounted for, particularly in the event of a fire evacuation. The management team and staff fail to recognise the potential risk of unauthorised persons entering the premises, or children leaving the premises unsupervised while the main entrance door is left open and unlocked. This does not help to protect children and keep them safe.

p.3

Due date

implement the setting's child protection policies and procedures in practice to help safeguard children 25/03/2022

p.4

Due date

provide staff and the managers, who are the designated safeguarding leads in the setting, with safeguarding training, so that they know and understand how to identify and respond to child protection concerns 25/03/2022

p.4

Due date

ensure accurate and sufficiently detailed records are kept for all child protection concerns, and only made available to all those who require access to them 25/03/2022

p.4

Due date

ensure the setting is secure to prevent unauthorised persons entering and ensure children are unable to leave unsupervised 25/03/2022

p.4

Due date

ensure staff are deployed effectively to supervise children, so that they remain safe and are provided with quality care experiences throughout the day 25/03/2022

p.4

Due date

ensure that staff respond and manage children's behaviour appropriately, so that they remain safe and their emotional need are met 25/03/2022

p.4

Due date

4 March 2022 implement an effective key-person system to ensure that the individual care and learning needs of all children are met from their starting points 25/03/2022

p.4

Due date

take account of current guidance and ensure the necessary steps are taken to promote the good health of children 25/03/2022

p.5

Due date

provide all staff with the support, coaching and training that they need to develop the level of knowledge and skills required for their roles and responsibilities. 25/03/2022

p.5

Due date

implement an ambitious curriculum that helps to build on what children already know and can do, in order for them to make good progress 01/04/2022

p.5

Due date

use observations and assessments of children's achievements to plan and implement engaging and stimulating learning experiences that take account of children's individual learning needs and challenges their thinking 01/04/2022

p.5

Due date

use additional funding to help target any gaps in children's development and ensure their individual learning needs are met 01/04/2022

p.5

Due date

implement the individual learning plans for all children, particularly those with SEND 01/04/2022

p.5

Due date

ensure staff know and understand how to complete the progress check for children aged two-years-old and share this with parents and external professionals, where required. 01/04/2022

p.5

Setting details

Unique reference number EY374763 Local authority Kirklees Inspection number 10196525 Type of provision Childcare on non-domestic premises

p.6

Registers

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

p.6

inspection

Total number of places 73 Number of children on roll 139 Name of registered person Kids Come First Partnership

p.6

reference number

Telephone number 01274 876179 Date of previous inspection 18 January 2019

p.6

Information about this early years setting

Kids Come First registered in 2008 in Cleckheaton. The nursery employs 17 members of childcare staff. All staff hold appropriate early years qualifications at level 2 or above. The nursery opens from Monday to Friday all year round, from 7.15am until 6pm. The nursery provides funded early education for two-, three- and four-year-old children.

p.6

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. n The manager completed a learning walk with the inspector to discuss the curriculum and how this is implemented. n The inspector completed a joint observation with the manager and evaluated the quality of teaching and learning. n The inspector observed the quality of education and assessed the impact this has on children's learning. n The inspector had discussions with parents, children and staff during the inspection and took account of their views. n The inspector reviewed relevant documentation and evidence of the suitability of staff.

p.7

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.

p.7

Inspection activities

4 March 2022 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.

p.7

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.8

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8