Just for Kidz

Inspection of Just for Kidz The Moorlands, 165 High Street, Mosborough, SHEFFIELD S20 5AG

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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

There are significant weaknesses across the setting. Children's safety and welfare are compromised due to weaknesses in safeguarding arrangements. The management team and staff do not have high enough expectations for children's learning and development. Children are not provided with activities tailored to their individual interests or developmental needs. Some children are left to initiate their own play for long periods of time. Pre-school children frequently stand around unsure of what to do. Toddlers wander, and they are not supported to develop their communication and language skills. This negatively impacts on children's development in all areas of learning. Consequently, children do not make good progress.

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The provision is inadequate

Staff do not support children to learn how to behave and manage their emotions. Managers and staff do not ensure that all children's individual needs are met. Pre- school children display disruptive and unsafe behaviour. Children climb on bookcases and into water troughs. They are unkind to each other and cause injury as they hit or throw toys at one another. This leads to a chaotic environment, where children develop a negative attitude towards their learning. Staff are unclear of how to support children with special educational needs and/or disabilities (SEND) effectively. Children do not receive challenging experiences to extend their learning. Consequently, the poor curriculum causes children to become disengaged. Some children spend large amounts of time speaking to the inspector about their water bottles because they are ignored by staff.

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need to do better?

n Staff are not equipped to manage children's challenging behaviour. They do not teach children to gain an understanding of right and wrong in order to learn appropriate ways to behave. Because of this, children do not develop the necessary attitudes and skills for their future learning, including for their eventual move on to school. Staff spend a lot of time dealing with disruptive behaviour and ignore children who are quiet and respectful of others. n The provider does not ensure that the staffing arrangements in the pre-school room meet the needs of all children, including those with SEND. Although ratios are met, the number of staff is insufficient to provide all children with the support that they need to receive quality learning experiences. The appointed special educational needs coordinator has only received basic training and is given very little support on how to fulfil this role. Referrals to other professionals

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need to do better?

in order to gain support for children with SEND are not made quickly enough. Therefore, children with SEND are not ready for their next stage in learning. n Staff do not implement a robust and ambitious curriculum to fully support children's individual development. They do not plan well enough to challenge

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need to do better?

24 January 2023 and extend children's learning based upon their interests. For example, staff shout, 'shall we have some brain time', to try and calm the chaotic situation in the pre-school room. They quickly grab laminated numbers and expect children who are not interested to join in. Toddlers are left for long periods of time without any interaction from staff. In addition, during an activity to make dough, children wait too long for their turn and become bored. This means that children's learning needs are not met. n Staff take part in online training and receive some supervision and coaching from the management team. However, staff in the pre-school room and the manager are exhausted and become upset, as they are continually supporting children who are challenging. This affects staff's well-being and the quality of their practice. n Babies and toddlers settle well, and staff make good bonds with them. Babies

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need to do better?

enjoy exploring oats and honey. Children enjoy spending time outdoors. They kick balls and use wheeled toys with skill and confidence. Children are encouraged to do things for themselves. n Staff promote children's healthy lifestyles, including eating well, good oral health and physical well-being. They provide children with healthy snacks and meals. Staff teach children about the importance of dental hygiene. Risk assessments for the rooms are in place, and concerns about mould are being addressed. n Parents are complimentary about the staff at the nursery. They are happy with the social skills their children develop.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

The provider does not ensure that all staff have a good enough understanding of how to safeguard children. Staff complete online training. However, they do not know how to identify the possible signs and indicators of abuse or what to do if they have concerns about a child. There are unsure of what to do if they are worried about the conduct of a colleague and do not understand a range of child protection concerns, such as 'Prevent' duty. The manager understands the possible risks of staff using their personal mobile phones. However, she has failed to implement the policy on this matter. During outings, staff take photos of children using their mobile phones. These safeguarding weaknesses pose a serious risk to children's safety and well-being.

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Due date

24 January 2023 ensure that all staff increase their safeguarding knowledge to make sure that the signs of possible abuse and neglect are recognised at the earliest opportunity and responded to in a timely and appropriate way 24/02/2023

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Due date

ensure that all staff develop a greater understanding of the safeguarding policy by increasing their knowledge about what to do if they have concerns about a colleague harming children 24/02/2023

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Due date

improve staff's knowledge and understanding of the guidance and procedures of the relevant local safeguarding partnership and 'Prevent' duty 24/02/2023

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Due date

ensure that managers and staff understand and implement policies and procedures, including the use of mobile phones in the setting, to promote child protection and effective safeguarding 24/02/2023

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Due date

provide all staff with training to manage children's behaviour in an appropriate way that helps children to understand how their actions affect others 24/03/2023

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Due date

ensure that there are effective measures in place to support children with SEND by having a clear approach to identifying emerging SEND and making effective referrals to support these children without delay 24/03/2023

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Due date

plan and deliver a clear curriculum for children, with activities that help to promote children's interests and engage them in appropriately challenging activities 24/05/2023

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Due date

improve the supervision, mentoring and support that staff receive, to support their well-being, and ensure that the quality of care and education is consistent and continually improves. 24/05/2023

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Setting details

Unique reference number EY349492 Local authority Sheffield Inspection number 10262788 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 57 Number of children on roll 57 Name of registered person Just For Kidz UK Ltd.

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reference number

Telephone number 01142480875 Date of previous inspection 24 January 2018

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Information about this early years setting

Just for Kidz nursery registered in 2007 and is located in Sheffield. The nursery employs eight members of childcare staff. Of these, seven hold appropriate early years qualifications at level 2 or above. The nursery opens all year round, from 7.30am until 6pm, 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 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 across all areas of the setting to understand how the early years provision and the curriculum are organised. n The inspector held a meeting with the nursery manager and looked at a sample of the setting's documents. This included evidence of staff's suitability and training. n The inspector spoke with staff and children during the inspection. n The manager and inspector carried out a joint observation of a dough-making activity. n The inspector spoke to several parents during the inspection and took account of

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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

24 January 2023 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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