Fun Kids Nurseries

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

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Overall effectiveness Good

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

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The provision is good

Parents say how happy their children are to come to nursery. They describe how staff welcome their child in, asking about their morning. For example, staff ask if they have walked to nursery or come by car. They know children's routines well and use conversations to support their move from home into the nursery.

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The provision is good

Children come together to start their day with singing, listening to a favourite story, and discussing how they are feeling. Staff give children time to talk about their personal experiences or emotions linked to the story. Children behave very well. Older children share toys and take turns, with minimal support from staff. Children who require additional help or children with special educational needs and/or disabilities (SEND) are quickly identified. Staff attend training and quickly begin to use specific interventions to support children's attention. Staff track children's development well to ensure that they make progress.

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The provision is good

Activities are creatively planned and presented around children's interests. For instance, children have opportunities to plant seeds and watch them grow as they nurture them with water. Some fruits and vegetables are used in the nursery. Children also get to take them home and share what they have grown with their family.

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need to do better?

n Since the last inspection, leaders have focused their attention on developing their team. Staff in the nursery have gained professional early years qualifications, with some studying at a higher level. Links have been established with the local early years and area SEND teams, who have provided training. Through sharing their vision, leaders have inspired their staff. n Staff are positive role models. They use 'please' and 'thank you' and negotiate with colleagues to share tasks to be completed. Children are kind. They play together cooperatively and share resources without prompting. Children learn to respect others and value differences as they learn about festivals from other cultures and religions. Staff praise and encourage children and build their self- esteem. n Staff working in the baby room build very strong attachments to the children. They fully understand their role as key persons and make sure that babies and

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need to do better?

young children are well cared for and have the attention and support they need. For example, staff encourage the children to move around to explore their environment. Staff remain close by to offer reassurance and praise as babies begin to develop their physical skills. n Staff follow children's direction. For example, children ask questions and share experiences when staff read a book during morning circle time. Children discuss

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need to do better?

25 June 2024 when they have been sad, angry or frightened. Staff recap on what children are sharing and how they were supported with their feelings. Children remain fully engaged as they share their thoughts and confidently speak in the large group. n Staff use children's interests to creatively provide activities to build on what children know. For example, older children look for minibeasts hidden in soil. Children discuss their features, such as the number of legs that spiders have, or how caterpillars move. However, on some occasions, staff ask questions but do not give children enough time to think about and answer them, to extend their communication skills further. n Staff in each area come together to plan activities for the children in their care. They incorporate children's individual, tailored next steps by having different aims for each child. They are skilled in guiding and supporting children's learning

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need to do better?

as they play. They have a good understanding of how children learn. However, staff are not always clear about which role they are taking, such as which staff are leading the activity. On occasion, enthusiastic staff speak at the same time, leaving children unclear on what they are doing and how they should respond. n Leaders and staff keep the needs of children and families at the centre of what they do. Parents say that they feel that staff go 'over and above' and the nursery feels like 'family' as all staff are supportive and sensitive to the needs of their family. n Leaders regularly evaluate practice. Systems, such as peer-on-peer observations, regular evaluations from parents, and continuous reflection on practice, ensure that leaders know where staff need support. Regular team meetings, supervision, and training have helped to develop relationships between staff, who are motived and have a real sense of job satisfaction.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n monitor the impact of the changes made to planning, to ensure systems are in place for ongoing reflection and improvement n give children the time they need to answer questions to extend back-and-forth interactions.

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Setting details

Unique reference number EY562363 Local authority Harrow Inspection number 10306376 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 52 Name of registered person Funkids Nurseries Ltd

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reference number

Telephone number 02086211769 Date of previous inspection 17 July 2023

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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 8am to 6pm, Monday to Friday, all year round. The nursery employs 13 staff. Of these, two staff hold qualifications at level five. Seven staff hold level three qualifications and four staff hold level two qualifications. The nursery 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 The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector carried out joint observations of group activities with the manager. n The inspector spoke to several parents during the inspection and took account of their views. n Children told the inspector about their friends and what they like to do when they are at nursery.

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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

25 June 2024 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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