Little Kingdom Daycare @ KI

Inspection of Little Kingdom Daycare @ KI Unit 6 & 7, 62 Merrick House, Whale Avenue, Reading RG2 0GX

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Overall effectiveness Inadequate

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

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The provision is inadequate

Children's safety and well-being are compromised. Leaders do not ensure that all aspects of safeguarding are acted on so that children receive high-quality care. For example, leaders do not refer safeguarding concerns in a timely way. They do not ensure all adults with access to children have suitability checks completed. This does not adequately ensure children's safety. Children's health is not well managed. For instance, leaders do not follow administration of medication procedures appropriately to prevent cross-contamination.

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The provision is inadequate

Children arrive happy and confidently separate from their main carers. They settle quickly and have positive relationships with the staff and their peers. However, there are weaknesses in the quality of education. Children are not offered a broad and balanced education programme that meets their needs. At times, activities lack purpose and challenge. This limits opportunities to help children make progress. For example, children are provided with printed pictures and templates to colour in. This reduces opportunities for creativity or to express their own imaginative ideas. Nevertheless, children do have good opportunities to develop their language skills. Children concentrate well when listening to group story times. They contribute their ideas about the books being shared with them. Furthermore, children show positive attitudes to learning, as they demonstrate high levels of engagement when choosing songs and rhymes. They join in singing time with great enthusiasm,

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The provision is inadequate

Babies and very young children show they feel secure, as they enjoy exploring their playroom. They choose building bricks to share with an adult and persevere as they stack them one at a time to make a tower without it falling. Very young children smile broadly, showing a sense of achievement when they are praised for their efforts in practising this self-chosen challenge.

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need to do better?

n Leaders do not ensure that the health of children is well managed. For example, leaders do not check that there is always at least one member of staff with full and relevant first-aid training. There are times when staff lack care and attention when providing intimate care to very young children. There is more emphasis on rushing a process rather than giving children the time they need during nappy changing. Leaders do not follow procedures to ensure they obtain parental consent for administering medication in line with the setting's policies. Furthermore, leaders do not correctly administer medication for children who require it. n Leaders do not monitor staff closely enough to ensure they are fully effective in their roles. As a result, staff do not receive targeted support and coaching to

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need to do better?

4 November 2022 help them fully meet all aspects of their roles and responsibilities. For example, leaders have not followed up to ensure that the special educational needs coordinator (SENCo) has put in place a clear programme of support for all children with special educational needs and/or disabilities (SEND) and those with a delay in their development. n Senior leaders do not have precise enough oversight to ensure the processes they have in place consistently meet requirements. For example, documentation for the safe and efficient running of the setting is either incomplete or missing. This includes details about vetting checks and induction for new staff. n Leaders do not ensure the required ratios are consistently met. This is because a work placement individual is counted in ratio. There is overreliance on this individual to provide cover and engage in routines such as snack times. However, they have no childcare experience or vetting checks undertaken.

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need to do better?

n Parent partnership is variable. Some parents comment favourably on how they are kept up to date about the progress their children make and are given ideas to support positive behaviour. Some parents comment that they receive general feedback about their child's day. However, the feedback is not specific about what staff are focusing on teaching to their children and why. Parents of children who need extra help to catch up report that they are not kept informed about how their child is being supported. n The manager has a good understanding of what children need to learn that is based on recognising the impact of the COVID-19 pandemic on children's learning. She is clear about the skills and knowledge children need for each stage of their development. However, the manager does not have a sharp enough focus to evaluate effectively the education and act on any weaknesses in teaching practice. As a result, staff lack understanding in how to plan and

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need to do better?

implement a broad and balanced curriculum. Teaching is not always appropriate to the age and stages of development for the children. n Leaders and staff recognise that developing children's vocabulary is a priority. However, there is not enough emphasis on all other aspects of the curriculum. This means that children have narrow experiences in their learning and development. n Staff support children's language development in a variety of different ways. They question children to encourage them to talk about current events. This enables them to practise conversation skills. For example, children engage well during discussions about bonfire night and can recall what they have been taught about how to keep themselves safe around fireworks.

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

Staff and the designated safeguarding leads have secure knowledge about signs and indicators that a child may be at risk of harm. They also have sound knowledge about safeguarding issues, such as county lines, radicalisation and online exploitation. However, leaders do not act swiftly enough to refer concerns to safeguarding partners when children may be at risk. Leaders lack oversight to

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Safeguarding

4 November 2022 ensure all aspects of safeguarding practice are in place. For example, vetting of individuals is not followed up quickly to provide assurance they are suitable to have access to children and families. Furthermore, leaders count work placement individuals who have not had suitability checks conducted in ratio.

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Due date

make sure that all staff have appropriate training, skills and knowledge to help them have a clear understanding of their roles and responsibilities 22/11/2022

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Due date

put appropriate steps in place to monitor the deployment of staff so ratios are maintained, and children are supervised effectively 22/11/2022

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Due date

ensure the setting's SENCo has a clear understanding of how to fulfil the role and meet the needs of children who attend 22/11/2022

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Due date

take steps to obtain and maintain information and records that can be shared with other professionals to ensure the effective and safe management of the setting 22/11/2022

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Due date

take action to ensure safeguarding concerns are referred to agencies with statutory responsibilities in a timely manner and in line with local procedures 22/11/2022

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Due date

ensure all individuals who have regular access to children have an enhanced Disclosure and Barring Service check 22/11/2022

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Due date

4 November 2022 implement contingency arrangements to ensure that there is always at least one person who holds a current, full and relevant first-aid certificate when children are present 22/11/2022

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Due date

ensure all staff implement the policy and procedure for administering medications so that children only receive medication that is specifically prescribed to them 22/11/2022

p.5

Due date

gain written consent from parents/carers to authorise staff to administer medication for each individual child who requires it 22/11/2022

p.5

Due date

improve arrangements so that parents have up-to-date information about how the early years foundation stage curriculum is being delivered to children and how the setting supports children with SEND. 22/11/2022

p.5

Due date

ensure all staff understand how to plan and deliver a well-sequenced curriculum that precisely meets the individual needs and development stages of all children 22/12/2022

p.5

Due date

strengthen teaching practice to help staff provide purposeful activities and experiences that consistently reflect all areas of learning. 22/12/2022

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Setting details

Unique reference number EY466160 Local authority Reading Inspection number 10260527 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 80 Number of children on roll 46 Name of registered person Little Kingdom Daycare Ltd

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reference number

Telephone number 01189866758 Date of previous inspection 26 March 2018

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Information about this early years setting

Little Kingdom Daycare @ KI registered in 2013. The nursery is based in Kennet Island, Reading and operates each weekday, from 8am to 6pm, for 51 weeks of the year. The nursery employs eight members of childcare staff. Of these, one holds qualified teacher status and six hold appropriate early years qualifications at level 3 and above. The nursery receives funding to provide free 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. n We carried out this inspection as a result of a risk assessment, following information we received about the provider. n The manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The nominated individual and manager spoke to the inspector about the leadership and management of the setting. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The manager and inspector carried out joint observations of group activities.

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Inspection activities

n The inspector spoke to parents during the inspection and took account of 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

4 November 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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