Kido Greenwich

Inspection of Kido Greenwich 65 Banning Street, London SE10 0YH

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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 Not applicable

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The provision is inadequate

Children at this nursery do not benefit from a challenging curriculum or have consistent opportunities to make enough progress in their learning. Throughout the day, particularly in the pre-school, children wander aimlessly and are easily bored by the activities available. For example, as they sit with a box of wooden bricks, children throw the bricks and bang them on the table.

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The provision is inadequate

Children are excited to take their experiences from home and act out situations in the role play areas using their rich imaginations. For example, children take dolls to the reading area, where they comfort their 'babies', read to them and feed them using empty shampoo bottles. However, staff fail to plan their interactions well to extend children's learning in moments like these. Role play areas are poorly resourced and untidy. Staff hang their own coats on the dressing up area. This means it is difficult for children to find the resources they need, such as when dressing up dolls, or learn to take care of toys and equipment. Poor organisation of resources means children struggle to follow their interests and they lose interest in their play.

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The provision is inadequate

Overall, most children behave well and are confident. When they become bored of the activities provided, they make their own games and play with their friends. Staff speak kindly to children and remind them to share and take turns. However, children with special educational needs and/or disabilities (SEND) struggle to understand and learn to manage their behaviour due to gaps in staff's teaching expertise. Children who need additional support are not referred on to external agencies if their learning and development continues to be a concern.

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need to do better?

n The quality of education that children receive varies across the nursery. The manager does not deploy qualified staff effectively to ensure they are able to successfully support all children to achieve the next steps in their development. In addition, the nursery employs high numbers of agency staff, some of whom do not know the needs of the children in their care well. This means that children's needs are not consistently met and impacts negatively on their learning. n The setting's special educational needs coordinator (SENCo) is knowledgeable and experienced. However, leaders have not given the SENCo the time or support required to carry out the role effectively. When practitioners raise concerns about a child, they do not receive appropriate, timely support. Parents are not consulted to ensure effective plans are in place for their child. Consequently, children do not receive swift intervention to help them make the

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need to do better?

3 November 2022 n Most children in the nursery speak English as an additional language. However, staff do not always know what languages children speak at home or explore children's language development with parents. This means staff do not always establish whether there is cause for concern about language delay. n Leaders speak confidently about how children's independence is supported in the nursery and provide examples from nursery policy, such as 'self-serve' at mealtimes. In practice, however, not all staff support children to do things for themselves. For example, staff serve children their food at snack time. Children's lack of independence in their self-care and learning means they do not learn the skills they need when they move on to school. n Children in the baby rooms benefit from experienced and enthusiastic senior leaders who take pride in their work and know the children well. In these rooms,

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need to do better?

there is a strong routine in place that supports children's well-being. However, a lack of resources and over-reliance on agency workers means staff cannot provide a high-quality learning environment that fully challenges children and extend their skills. n Although there are established methods of communication with parents, they are not used effectively enough. Parents say they receive regular communications from the nursery. They can log in online to access information about their child. However, some parents do not know who their child's key person is, what plans are in place to support their child's learning or how they can continue to support their child's learning at home. n Leaders do not observe practice closely enough to identify areas in need of development. During the inspection, leaders directed staff to improve the quality of experiences offered to children. However, there are further areas that need to

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need to do better?

be addressed. This includes improving staff knowledge around planning for individual children and support for children with SEND, to ensure all children make good progress in their learning. n Risk assessments are ineffective. Staff do not recognise or minimise all risks within the setting. For example, in the toddler room role play area, shelves are broken and liable to fall. Sharp edges are exposed on damaged toy storage baskets, which compromises children's safety.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

Employed staff receive a comprehensive induction to ensure they have a secure knowledge of the areas that could indicate a child is at risk of harm. Leaders do have processes in place to check agency staff have the required safeguarding knowledge to keep children safe, however, these are not always effective. Some agency staff have gaps in their understanding of the safeguarding procedures to follow. Employed staff know who to contact if they have concerns and what to do if an allegation is made about them or another member of staff.

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Due date

ensure all staff have a secure knowledge of how to identify concerns that a child may be at risk of harm 23/12/2022

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Due date

ensure that all staff identify all risks in the environment and understand how to minimise them to keep children safe 23/12/2022

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Due date

establish effective key-person arrangements and ensure that there is a system in place to communicate with parents and meet the needs of the children at all times 23/12/2022

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Due date

implement appropriate strategies to support children who learn English as an additional language to assess and support their communication and language development 23/12/2022

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Due date

implement a broad curriculum that ensures all children receive the appropriate level of challenge to support consistent progress in all areas of children's learning and development 23/12/2022

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Due date

improve communication with parents to ensure they are well informed about their children's key person, children's development and the ways children's learning can be supported at home 23/12/2022

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Due date

improve the procedures for all staff, particularly the SENCo, to receive support, time and training to fulfil their roles. 23/12/2022

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Setting details

Unique reference number 2625613 Local authority Greenwich Inspection number 10260513 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 104 Number of children on roll 88 Name of registered person Kido Schools UK Limited

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reference number

Telephone number 07799519673 Date of previous inspection Not applicable

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Information about this early years setting

Kido Greenwich is situated in the London borough of Greenwich. The nursery provides childcare all year round, Monday to Friday from 7.30am to 6.30pm. There are 26 members of staff, 17 of whom have relevant qualifications from level 2 to level 6. There are nine unqualified members of staff.

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Inspection activities

n This was the first 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 Ofsted carried out this inspection as a result of a risk assessment, following information we received about the provider. n The deputy manager took the inspector on a learning walk and talked to the inspector about the setting curriculum and what they want children to learn. n The manager, deputy manager and people manager and the inspector jointly observed an activity and discussed children's learning. n The inspector spoke to staff during the inspection about their safeguarding knowledge, experience and training opportunities. n The inspector spoke to several 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

3 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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