Kiddie Kapers Neighbourhood Nursery

Inspection of Kiddie Kapers Neighbourhood Nursery The Willow Centre, Brookfield Road, Ashford, Kent TN23 4EY

p.1

Overall effectiveness Inadequate

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

p.1

The provision is inadequate

Leaders and managers have not managed to maintain improvements across the nursery. As a result, there are reoccurring breaches to statutory requirements, which compromise children's learning, development and safety. Leaders do not monitor staff practice well enough and do not recognise when staff deployment is ineffective in promoting children's safety. In addition, weaknesses in the curriculum planning and quality of teaching mean that children do not make the progress they are capable of.

p.2

The provision is inadequate

Children arrive happy and settle quickly. However, the curriculum and learning intentions for children are not based on what children need to extend their current levels of development. Children struggle to engage with activities as staff do not plan an environment that supports their next steps or interests. As a result, children spend time wandering around not engaged in anything meaningful. Children do not get the care and attention they need to support their well-being.

p.2

The provision is inadequate

Children are not supported in learning the rules, boundaries and expectations of their behaviour. The weaknesses in the quality of education have a direct impact on children's behaviour, particularly in the toddler room. Children become bored and make up their own games. For example, they try to throw toys into a canopy that provides shade for the garden. Staff do not teach children that this could be unsafe or provide them with other activities to develop their interests in throwing and catching. Behaviour strategies are not consistent. At times, staff do intervene. However, they do not provide children with the support they need to understand their behaviour. As a result, unwanted behaviour is repeated.

p.2

need to do better?

n Leaders and managers do not provide staff with the support they need to improve their knowledge and practice. Procedures for supervision and development of staff are not effective. For example, staff receive some feedback from their room leader during one-to-one meetings. However, these discussions are not effective in tackling the weaknesses in staff knowledge and the activities they provide. As a result, teaching is weak, and children do not receive good- quality interactions and experiences that support their learning. n The curriculum does not meet the needs of the children. Weaknesses in the curriculum and teaching across the nursery are not identified and addressed swiftly enough by leaders. Some staff do not know the children well enough. As children play, staff do not know how to challenge or consider the individual needs of the children to extend on what they already know and can do. For example, as children paint pictures of the beach, staff do not offer children

p.2

need to do better?

opportunities to share their knowledge and understanding. Children quickly lose

p.2

need to do better?

26 June 2023 interest in group activities. Learning that takes place is often incidental. However, there are times in the pre-school rooms when children are engaged, with staff nearby to offer support. n Children with special educational needs and/or disabilities (SEND) are not adequately supported. Although the special educational needs coordinator (SENCo) has a good understanding of the children on roll with SEND, they do not ensure staff are consistently putting the agreed strategies into practice. For example, children who need support with their speech and language are not effectively supported. Staff do not know how to engage children in meaningful conversations or interactions to extend their speech further. For instance, at times, babies are faced away from staff when they are talking to them. This does not support babies in understanding early stages of communication. Furthermore, children who are showing developmental delays are not picked up

p.2

need to do better?

quickly enough to ensure they have the support in place to swiftly bridge gaps in their learning and development. n Managers fail to ensure that staff are deployed effectively. Although there are enough staff present to work with children, they are unable to meet children's individual needs. Staff do not supervise children well enough to ensure their safety. They do not notice when a child puts an object in their mouth, which could cause them to choke. Furthermore, at lunchtimes, staff do not ensure that they organise themselves well enough to have effective oversight of the children. Lunches are laid down before staff are ready to sit with the children. This increases the chances of children eating something that does not meet their dietary requirements or preferences. n The key-person system is not effective. All children have been assigned a key person. However, staff have not accurately assessed what the children know or

p.3

need to do better?

identified what they need to know next. Some children attend for periods of time before next steps are set. Staff do not have a secure understanding of the individual needs of their key children or the areas of learning that they teach. n Overall, parents and carers are happy with the nursery. They speak highly of the 'kind' and 'friendly' staff team. Communication with parents has improved since the last inspection. For example, staff are more consistent at providing updates on the online learning platform that parents enjoy looking at. Parents know who their child's key person is, and they feel that they get regular opportunities to speak with staff regarding any concerns they have. n Children are provided with daily opportunities to explore their physical development outside. They show confidence with climbing and controlling footballs to kick them into nets. However, interactions with children outside are

p.3

need to do better?

limited as staff take on a more supervisory role. For example, children flit between the cars, climbing and the sand tray without any purposeful learning taking place. Staff do not consistently review the environment to ensure it is meeting the needs and interests of the children.

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

26 June 2023 Staff deployment and supervision are not robust enough to ensure children's safety and well-being. However, staff are aware of the areas of abuse and the procedures to follow if they have concerns about a child. Leaders ensure that statutory training such as safeguarding and paediatric first-aid qualifications are updated regularly. Staff have a secure understanding of what to do in the event of an allegation being made against a member of staff and the role of the local authority designated lead in investigating these concerns.

p.3

Due date

ensure the deployment of staff meets the safety and well-being needs of the children, particularly during mealtimes and after transitions in the daily routine 14/07/2023

p.4

Due date

improve systems for supervision of managers, room leaders and staff so that they rapidly improve their skills and knowledge regarding the quality of teaching provided and their interactions with children 14/07/2023

p.4

Due date

improve the arrangements to swiftly identify children who may need additional support and ensure that any targeted plans for children with SEND are consistently followed by staff to meet children's individual needs 14/07/2023

p.4

Due date

implement an effective key-person approach to ensure that staff know their children well enough to set next steps that support children's developmental needs 14/07/2023

p.4

Due date

implement a behaviour management strategy that is consistent across the staff team to ensure that children understand what is expected of them 14/07/2023

p.4

Due date

develop an ambitious curriculum that reflects the individual learning needs of each child. 28/07/2023

p.5

Setting details

Unique reference number EY295433 Local authority Kent Inspection number 10260716 Type of provision Childcare on non-domestic premises

p.6

Registers

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

p.6

inspection

Total number of places 77 Number of children on roll 164 Name of registered person Beaver Community Trust Ltd

p.6

reference number

Telephone number 03000411024 Date of previous inspection 6 October 2022

p.6

Information about this early years setting

Kiddie Kapers Neighbourhood Nursery registered in 2004. It is located in the Willow Children's Centre in the area of South Ashford, Kent. The nursery is open each weekday from 7.30am to 6pm. It closes for five staff training days and over the Christmas period. There are 22 members of staff. Of these, 17 hold appropriate early years qualifications ranging from level 2 to level 6. The nursery receives funding for the provision of free early education for children aged two, three and four years.

p.6

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 inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The SENCo spoke to the inspector about how they support children with SEND. n The inspector observed the interactions between staff and the children. n The inspector carried out joint observations of group activities with the manager.

p.7

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.7

Inspection activities

26 June 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.7

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.8

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.8

Inspection activities

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

p.8

Inspection activities

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

p.8