GymfinityKids Chatham

Inspection of GymfinityKids Chatham Gymfinity Kids, Leviathan Way, Chatham ME4 4LL

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

p.1

The provision is good

Children arrive at the nursery happy and eager to begin their day. Parents and carers are welcomed in and are given time to speak to staff to hand over key information. The key-person approach is embedded well. Younger children confidently approach staff for cuddles and reassurance when needed. For example, when babies become tired, their key person reads to them quietly, helping prepare them to settle down to sleep.

p.2

The provision is good

Children enjoy the range of activities provided for them. Babies explore their room with ease. They splash in the water tray, babble along with singing, and practise their emerging physical development by climbing small steps to go down the slide. Toddlers busy themselves by searching for items in shredded paper, practising their emerging speech as they find items and talk to their peers. The pre-school room is a hive of activity. The children confidently use mark-making materials to write the letters in their names. They engage in complex role play, working out the characters between themselves.

p.2

The provision is good

Staff implement clear and consistent strategies to support children to behave well. For example, in the baby room, when children want the same resources, staff get down to the children's level to help them solve their differences. Staff will then stay close by to support and praise their positive behaviour. Older children resolve their differences, showing maturity. They are able to communicate their needs to each other. They use their wide range of language to support this.

p.2

need to do better?

n Staff support children to become confident communicators. Staff are mindful of how to increase children's vocabulary. For example, children have lots of opportunities to talk with each other, interact with adults and be listened to. For example, staff regularly sing to the children and model language to them as they play. Children are frequently introduced to language in books. They develop a love of books and stories from an early age. n Staff engage well with the children and are deployed to meet their needs. However, some staff do not always seize opportunities to extend learning. For example, children in the toddler room tend to play with what they know and can do and are not consistently provided with opportunities to extend their learning. This means that, at times, children are not fully engaged in the activities provided and lose concentration quickly. n Children with special educational needs and/or disabilities (SEND) are supported

p.2

need to do better?

well. The special educational needs coordinator (SENCo) is quick to seek additional support for children when needed. While waiting for referrals to go ahead, the SENCo meets with key people and parents to discuss their children's

p.2

need to do better?

23 February 2023 development, and strategies are put into place to support them. The two-way approach to information sharing with parents is excellent. n Parents speak highly of the nursery and the staff. They praise the progress their children are making. Parents value the range of physical opportunities that the children are provided with. For example, toddlers and pre-school children access the gym area daily to develop their gymnastic skills with a dedicated coach. Parents praise the regular communication they receive from their child's key person. For instance, they value the time they are given to share information, both daily and at the dedicated parents' evenings four times a year. n Leaders and managers work together well. They have a good overview of what is happening across the setting and the areas they wish to develop further. For instance, they are currently reviewing the way they plan activities for the

p.2

need to do better?

children. The manager and room leaders regularly meet to discuss staffing and children in order to ensure that individual needs are being met. The manager also works closely with the managers of other settings in the chain to share good practice. n Children take part in a broad range of experiences throughout the day. However, during times of transition, such as snack time, routines are not always well organised, particularly in the toddler room. At these times, children's play is sometimes interrupted, and some children become restless while waiting to be called for snack. This change in routine disrupts children's level of engagement. n Children regularly go out into the local community and are exposed to new environments and rich experiences. They go on regular walks in the community to visit the river, walk to the local shopping centre for resources and visit the local park. Children come back from these trips excited and keen to share their

p.3

need to do better?

experiences. For example, when the toddlers returned from visiting the river, they were keen to tell their friends about the ducks they had seen. This connection with the wider community increases children's confidence and understanding of how to keep safe when out of the nursery.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Staff have a good understanding of their safeguarding roles and responsibilities. They can confidently talk about the areas of abuse and how these can impact children. Staff know how to report concerns about other members of staff in order to keep children safe. The designated safeguarding lead (DSL) ensures that staff are given regular training. She asks them questions frequently to ensure that their knowledge is kept up to date. The DSL can confidently talk about risks in the local area. This knowledge helps her to support parents and tailor training for staff. Risk assessments are completed daily to ensure that the premises are safe and secure.

p.3

should:

23 February 2023 n strengthen activity planning to build more consistently on what children already know and can do, to support their learning further, particularly in the toddler room n review the organisation of some routines to ensure that all children are engaged in meaningful learning, particularly during transition to snack and lunchtimes.

p.3

Setting details

Unique reference number 2676404 Local authority Medway Inspection number 10278369 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

p.5

inspection

Total number of places 137 Number of children on roll 83 Name of registered person Gymfinity Kids Ltd

p.5

reference number

Telephone number 01634557844 Date of previous inspection Not applicable

p.5

Information about this early years setting

GymfinityKids Chatham registered in 2022 and operates from Chatham, Kent. The setting is open each weekday, from 8am until 6pm, all year round. The setting employs 18 members of staff, nine of whom hold full and relevant level 3 qualifications. The setting receives funding to provide free early education to children aged two, three and four years.

p.5

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 The inspector observed the interactions between staff and children. n The inspector carried out a joint observation of a group activity with the manager. n The inspector spoke to several parents during the inspection and took account of their views. n Children spoke to the inspector during the inspection about what they enjoy doing at the setting. n The SENCo spoke to the inspector about how they support children with SEND.

p.6

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.

p.6

Inspection activities

23 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.

p.6

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.7

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7