Fun Kids Nurseries

Inspection of Fun Kids Nurseries 41 Marlborough Hill, Harrow, Middlesex HA1 1TX

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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 Inadequate

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The provision is inadequate

Children's individual needs are not always considered. For example, on occasion, children sit alone apart from other children at snack time or mealtimes. This hinders their emotional development as they are not able to build relationships with peers during this time. It also means that children are not able to develop their communication skills on these occasions.

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The provision is inadequate

Children do not make good enough progress in their communication and language development. They are not given the tools or language to express what they need or would like.

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The provision is inadequate

The quality of the curriculum is not good enough. Learning opportunities lack purpose. Children play alone or alongside their peers without interaction or support from staff to support their learning. Therefore, children are not well prepared for the next stage of their learning journey.

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The provision is inadequate

Too often, leaders act on the opinions of parents over their own professional judgement. For example, when parents ask for young children to learn phonics or not to go outside in the garden, the setting agree to this. This limits children's daily experiences and negatively impacts children's learning and development, as activities and opportunities are not age-appropriate.

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need to do better?

n Leaders do not have the necessary knowledge and understanding of child development. They are unable to accurately identify the age at which children should achieve specific learning outcomes. For example, leaders explain that children from age two learn phonics. This does not demonstrate a good enough understanding of how young children learn and develop. Without this knowledge, leaders are unable to plan a clear, effective and progressive programme of learning for children in all areas of the curriculum. n Leaders do not ensure that children who attend the setting on a part-time basis have access to the full early years curriculum. For example, at times, some part- time children do not have opportunities for physical development inside or outside during their nursery session. On these occasions, these children do not get the opportunity to be active and develop their gross motor skills. n Staff do not consistently understand the progress that their key children have

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need to do better?

made and appropriate next steps for them. Too often key persons describe children's next steps as learning numbers or letters of the alphabet. This does not reflect children's age and stage of development. This means that key persons do not plan appropriate learning opportunities for individual children. n Children are not well prepared for the next stage of their learning journey

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need to do better?

1 February 2023 because leaders do not ensure that children with special educational needs and/or disabilities (SEND) receive the targeted support and interventions that they need to make sufficient progress on their individual learning journeys. When children are first identified as possibly having SEND, leaders do not quickly put in place carefully planned interventions to see if these support children to make progress towards their learning goals. Leaders do not always identify when children need extra support from other professionals and make these referrals quickly enough. Where they have made a referral but it is taking a long time for children to get this support, leaders do not pursue this actively enough. n Leaders ensure that staff receive safeguarding training and paediatric first-aid training. This has a positive impact on staff's understanding of safeguarding processes to follow. However, leaders do not effectively monitor staff

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need to do better?

performance to identify weaker areas in staff practice. They do not ensure that relevant staff receive effective coaching to help them improve their practice. This means that not all staff have the necessary skills and understanding to ensure good outcomes for children. n The programme of learning for communication and language is not effective. Staff do not always model language accurately to children. For example, during snack time, staff say 'pancake finished'. This does not support children to learn accurate sentence structure. Staff do not support children as they play and narrate what they are doing, to help children to build their vocabulary. n Parents speak highly of the nursery. They value how approachable leaders and staff are and leaders' flexibility around the hours that their children can attend the setting. This helps to build strong parent partnerships.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

Leaders and staff undergo regular safeguarding training. They can explain the processes they need to follow to keep children safe. However, they do not always identify when these processes need to be put into practice. This means that leaders do not always make the necessary contact with external safeguarding agencies quickly enough. This could put vulnerable children at risk of harm. The nursery environment is clean. Staff practise effective hygiene practices, such as ensuring that children wash their hands well before eating. This helps to ensure that children do not become ill due to cross contamination.

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Due date

1 February 2023 ensure staff receive effective coaching, monitoring, and support to help improve their understanding of their role and personal effectiveness 24/02/2023

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Due date

ensure there is a suitably experienced manager who has a secure understanding of the early years foundation stage requirements 24/02/2023

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Due date

ensure that leaders understand when to make child protection referrals and make these in a timely manner 24/02/2023

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Due date

improve the key-person system to ensure children's individual needs are met 24/02/2023

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Due date

ensure that children with special educational needs and/or disabilities are identified early and that timely interventions and support are provided as outlined in the SEND code of practice. 24/02/2023

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Due date

implement an effective and ambitious communication and language curriculum, so every child makes progress 10/03/2023

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Due date

ensure that every child that attends the nursery has access to the full early years curriculum. 10/03/2023

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Setting details

Unique reference number EY562363 Local authority Harrow Inspection number 10257128 Type of provision Childcare on non-domestic premises

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Registers

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

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inspection

Total number of places 54 Number of children on roll 54 Name of registered person Funkids Nurseries Ltd

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reference number

Telephone number 07733306144 Date of previous inspection 16 August 2022

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Information about this early years setting

Fun Kids Nurseries registered in 2018. The nursery is based in the London Borough of Harrow. It is open from 7.30am to 6.30pm Monday to Friday all year round. The nursery employs 12 staff, 10 of whom hold appropriate childcare qualifications ranging from level 2 to level 7. The nursery offers funded places for children aged two, three and four.

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Inspection activities

n The inspector discussed any continued impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The manager and the inspector completed a learning walk together and discussed the curriculum. n The inspector carried out joint observations of a group activity and snack time with the manager. n Children spoke to the inspector about what they enjoy doing within the setting. n The inspector observed the interactions between staff and children. n The inspector had discussions with staff and parents and took their views into account. n The inspector held discussions with leaders about nursery practices and procedures.

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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

1 February 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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