Totally Kids

Inspection of Totally Kids 43 Durley Road, London N16 5JR

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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 Not applicable

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The provision requires improvement

Children enter the nursery happily. They separate from their parents easily, and are greeted by kind and caring staff who know them well. Children are confident and independent. For example, they are encouraged to wash their hands and put on their coats before they go outdoors. Staff support children to learn about the nursery's routine and what happens next. For example, children sit with their friends in anticipation of snack time.

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The provision requires improvement

Children eagerly take part in activities of their choice. They have positive attitudes to learning. For example, children engrossed in a sand activity persist for extended period of time. However, on occasions, leaders do not take children's age and learning needs into consideration when organising group activities. For example, all children are asked to join in a lengthy circle time in the morning. Although a few children remain engaged, most are distracted and lose their concentration. At these times, their learning is not maximised. Additionally, the noise levels are not always managed effectively. This has an impact on quality of education children receive in the nursery.

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The provision requires improvement

Children generally behave well and staff are good role models. Children learn to take turns and share resources. For example, they take turns to use wheeled toys, or throw and catch a ball while playing outside with staff. This shows children's growing understanding of the rules of playing safely and their abilities to successfully negotiate space around them.

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need to do better?

n Leaders have a clear plan of what they want children to learn. However, the curriculum is not always implemented consistently by the staff. Staff work with parents to help children make progress in relation to their individual starting points in development. However, inconsistencies in teaching impact on how well children are prepared for their next steps in learning, including starting pre- school. n Staff have a clear focus on developing children's communication and language. They support children to extend their vocabularies in English and Yiddish. For example, staff ensure that both languages are used in their interactions with children. Children choose which language they prefer to use while communicating with others. Additionally, staff introduce new words which are linked to children's interests. For example, children learn new words, such as 'squirrel' and 'caterpillar'. n Children enjoy a wide range of books. Some children sit and explore books on

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need to do better?

their own, while others listen to stories being read to them. Staff support children's love for reading by exposing them to books in both languages.

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need to do better?

8 February 2022 n Staff provide opportunities for children to practise their small physical and mark- making skills. For example, children use chalk to draw happy faces on boards. Additionally, they enhance their manipulative skills while using their hands to play with play dough and sand. This helps to prepare children for the next stages in their pre-writing development. n Children use the outdoor area well. They enjoy riding bikes, running, balancing on tyres or climbing on the outdoor frame. However, the quality of teaching is variable. Some staff engage well with children. For example, staff read the story of 'Goldilocks and the Three Bears' and re-enact it with children, taking them for a walk around the garden. However, at times, other staff supervise children rather than interact with them. This has an impact on children's development as their learning is not fully supported. n On occasion, leaders do not deploy staff well within the nursery. There are times

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need to do better?

when all children are in the front room but staff are spread out among the nursery. Children's behaviour and their attitudes towards learning are impacted by ineffective staff deployment. For example, children disengage and look for something else to do. n Leaders' evaluation of the nursery is not always sufficient. The organisation of some parts of the day does not meet children's needs effectively. For example, after lunchtime, children wait for a period of time while staff clean the room. The children's rest and relaxation are affected by the change to the staff team as staff leave and arrive at this time. n Parents speak positively about the nursery. They say that their children are happy and staff are welcoming. Parents feel that the communication with the nursery is good. They praise the bilingual nature of the nursery.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The manager has secure recruitment procedures to ensure that all staff who work with children are suitable to do so. She has robust procedures in place and understands her role in safeguarding. Staff know the signs and symptoms that would cause them concern about a child's safety and welfare, or a colleague's conduct. They know to take any concerns they have to the safeguarding lead and where to find information on the local safeguarding partnership's processes. Staff know children's individual dietary needs securely, such as their allergies. Staff hold paediatric first-aid certificates. They use risk assessments to help to keep children safe.

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Due date

8 February 2022 consider how staff are deployed within the nursery to ensure that every child is supported well in their learning 08/05/2022

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Due date

monitor and evaluate the impact of individual staff's practice, and provide staff with professional development opportunities that help them to raise the quality of education to consistently good levels. 08/05/2022

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should:

n review the organisation of the nursery's day and group activities to ensure that all children are consistently supported to meet their learning needs n help staff to consider the impact of noise levels on children's learning.

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Setting details

Unique reference number EY544307 Local authority Hackney Inspection number 10109941 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

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inspection

Total number of places 25 Number of children on roll 21 Name of registered person Tomor Devorah Committee

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reference number

Telephone number 02039824422 Date of previous inspection Not applicable

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Information about this early years setting

Totally Kids registered in 2017 and is located in Clapton, in the London Borough of Hackney. The nursery opens during term time from 9am until 4pm, Monday to Friday. The provider employs nine members of staff, seven of whom hold relevant early years qualification ranging from level 2 to level 3. The provider provides funded early education for children aged two and three years.

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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 manager and has taken this into account in their evaluation of the provider. n The manager and the inspector completed a learning walk and discussed the curriculum. n The inspector carried out a joint observation of staff's practice with the manager. n Staff spoke to the inspector throughout the inspection. n Children interacted with the inspector during the inspection. n The inspector reviewed documentation, including staff's suitability information and training certificates. n The inspector spoke to parents to gather their views.

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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

8 February 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.

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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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