Monkey Puzzle Kettering

Inspection of Monkey Puzzle Kettering Former School Lane Clinic, British Lane, KETTERING, Northamptonshire NN16 0BP

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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 Good

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The provision is inadequate

Staff do not always notice or respond appropriately to potential risks as children play. This compromises children's safety. Staff fail to help children to understand how to use resources and equipment with care to support their own and others' safety. For example, when children run around outside holding sharp objects and dragging skipping ropes that wrap around the ankles of others, staff do not explain or alleviate the potential risks. Additionally, staff do not consistently teach children about the expectations for behaviour. Staff offer repeated instructions to children. When, for example, children struggle to take turns with resources, staff tell children to 'share'. However, they do not help them to understand how to do this. This hinders children's ability to play cooperatively with their friends.

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The provision is inadequate

Children do not benefit from a curriculum that is broad and well sequenced. Leaders do not effectively support staff to identify ambitious expectations for all children, including those who speak English as an additional language. Staff do not have a deep level of understanding of how children develop and do not recognise how to link learning opportunities to the curriculum. Children's learning is often incidental rather than due to well-planned and implemented activities or experiences. Staff observe children's play but do not meaningfully engage with them. When children try to catch staff's attention, they do not comment or acknowledge children's actions or achievements. That said, on occasion, younger children are provided with resources to explore and investigate. Children look for hidden toy insects in the mud tray. They copy staff looking through magnifying glasses to look more closely at what they have found.

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need to do better?

n Staff do not receive the support and guidance they need to manage children's behaviour effectively and safely. Strategies to support children's understanding of what is expected and why are not consistently implemented. Therefore, children do not develop their own understanding of acceptable and unacceptable behaviour. For example, staff repeatedly say 'no, thank you' as children throw powder paint into others' hair. However, they do not explain why, therefore, children continue with this behaviour. Staff do not effectively develop children's understanding of alternative positive behaviours. n Leaders have developed a basic curriculum that identifies some attributes they want children to develop during their time in the setting. However, the curriculum is not robust or detailed, and this compromises the progress that children make. Leaders recognise that staff need to extend their child development knowledge in order to make more accurate assessments of

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need to do better?

children's learning. They are taking some steps to support this, however, the impact is not yet evident.

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need to do better?

18 March 2025 n Staff do not demonstrate secure knowledge of how to best support children who speak English as an additional language. Although leaders talk about agreed strategies to help support children's communication and language skills, this is not consistently put into practice. This limits the development of children's learning, understanding of the routines and staff's expectations of them. n Leaders carry out regular check in meetings with staff members. In addition to this, staff have an annual supervision session. However, these arrangements are not effective in supporting staff to reflect on their practice through robust and purposeful feedback and discussion. Targets are not monitored closely enough to have a positive impact on the performance of staff members. Staff access some opportunities for professional development. However, leaders do not effectively monitor whether this has a positive impact on their practice.

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need to do better?

n Staff do not identify clear learning intentions for children, therefore, planning is ineffective. Staff set up play experiences for children to explore, although they are not clear about what it is they want children to learn or how best to support them. This leads to children becoming bored, which impacts negatively on their behaviour. Staff use limited language as they play with children. This means that children do not hear and are not encouraged to use and understand a wide range of vocabulary. This does not support children's communication and language development. n Staff share information with all parents, both verbally and via an electronic application. Leaders work in partnership with parents and external agencies to ensure that children with special educational needs and/or disabilities (SEND) receive support. Parents of children with SEND appreciate the support they receive from leaders and staff.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

There is not an open and positive culture around safeguarding that puts children's interests first.

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Due date

provide training and support to make sure that all staff have the necessary skills and knowledge to support children's behaviour consistently and appropriately 30/04/2025

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Due date

18 March 2025 plan and implement a broad and ambitious curriculum that builds on children's existing skills and knowledge 30/05/2025

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Due date

implement effective strategies to support children who speak English as an additional language and involve them fully in purposeful play and learning 30/05/2025

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Due date

implement effective procedures for supervision, coaching and mentoring to improve the quality of staff practice 30/04/2025

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Due date

ensure that staff support children's communication and language skills effectively. 30/05/2025

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Setting details

Unique reference number EY547177 Local authority North Northamptonshire Inspection number 10390987 Type of provision Childcare on non-domestic premises

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Registers

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

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inspection

Total number of places 65 Number of children on roll 83 Name of registered person Whales Childcare Limited

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reference number

Telephone number 01536512431 Date of previous inspection 27 January 2020

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Information about this early years setting

Monkey Puzzle Kettering registered in 2017 and is managed by a limited company. The nursery is located in Kettering, Northamptonshire. The nursery employs 12 members of childcare staff. Five hold early years qualifications at level 3 and six staff are working at level 2. The nursery opens from Monday to Friday for 51 weeks of the year. Sessions are from 7.30am until 6.30pm. The nursery provides funded places for children aged nine months to four years.

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Inspection activities

n The deputy manager, manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n The inspector viewed the provision and discussed the safety and suitability of the premises. n Staff spoke to the inspector about how they support children with SEND. 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 a joint observation of a creative activity with the manager. n The inspector spoke to some parents during the inspection and took account of their views. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the 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

18 March 2025 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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