Kiddies Kingdom Day Care

Inspection of Kiddies Kingdom Day Care Kiddies Kingdom Nursery, 2 Jews Lane, Dudley DY3 2AB

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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

Children receive a poor standard of care and education at this nursery. Leaders do not ensure the safety and well-being of the children who attend. The required staff- to-child ratios are not maintained. Leaders do not have robust procedures in place to identify and minimise potential hazards to keep children safe.

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The provision is inadequate

Leaders do not ensure children's needs are met. Children go for long periods in hot weather without being provided with fresh water to drink. Children are not supervised at all times when they are eating. This means staff would not be alerted promptly to choking incidents. Staff forget to give some children their packed lunches and do not notice when children start eating from other children's plates.

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The provision is inadequate

Children are not consistently engaged in purposeful play. They wander around aimlessly and climb onto resources and furniture because they are bored, which staff often fail to notice. The experiences and opportunities available to children do not meet their individual needs. Staff do not promote children's enjoyment or support their focus on learning. Children with special educational needs and/or disabilities (SEND) do not receive the support they need. Furthermore, children spend long periods with minimal staff interaction. As a result, all children's progress is poor.

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need to do better?

n There are considerable weaknesses in leadership and management that impact negatively on children's time in this nursery. Staff-to-child ratios are not maintained as required. Children are not supervised while eating, which impacts on their safety. Children's health is compromised as leaders do not ensure fresh drinking water is readily available and accessible to children. In addition, accident forms are not always completed and information about accidents is not shared with parents. Consequently, children's safety and well-being is not assured. n Leaders and staff do not have an appropriate understanding of how to identify risks. They fail to remove hazards, such as fibre glass pipe cladding in the garden that is within reach of children. As a result, children are exposed to risks that may cause them harm. n Leaders do not provide staff with supervision or training to enable them to improve their practice. In addition, they do not monitor staff performance

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need to do better?

effectively. They fail to identify gaps in staff's knowledge and teaching practice. Consequently, children are not developing the skills and attitudes they need for their next stage of learning. n Leaders do not ensure staff work as a team. This results in a lack of collaboration, planning and shared responsibility. Staff morale is low, as they lack

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need to do better?

1 May 2025 the support they need. This impacts negatively on the experiences and learning opportunities for the children who attend. n The nursery curriculum lacks ambition, purpose and focus. It does not take account of children's learning needs and interests. Consequently, children become bored and disinterested, and they do not make the progress they are capable of. n Leaders do not support staff to build on and extend children's communication and language effectively. There are limited interactions between staff and children. Staff do not initiate conversation and discussion with children to help develop their communication skills. n Children are not provided with experiences and learning opportunities that support their interests and extend their learning. For example, at story time, children become bored and disinterested. This results in them displaying unwanted behaviour. They hit out, pinch and kick each other. The disruption

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need to do better?

continues as staff constantly tell children to sit down, turn around and to keep still. Staff hold children on their laps to keep them from moving around. This restraint is unnecessary and inappropriate and does not promote children's self- esteem. n Staff do not extend children's learning. For example, when children play at the water tray, they say to staff, 'Look a red starfish.' Staff say 'yes' but do not extend this further. Children are told to move from the water tray after a very short time, even though they are enjoying themselves. Staff say, 'You had a turn earlier,' and tell children to 'find something else to play with'. Children become upset and run away crying. This does not enable them to enjoy their play. n Leaders do not ensure staff enable children to follow their interests and make choices about their learning. For example, after lunch, children are instructed to 'choose a book and look at it'. Children move away and start to build with

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need to do better?

construction toys. The situation becomes chaotic as staff try and move them from the construction toys back to the books. Children become upset. They throw toys in frustration, roll about on the floor and cry. Staff respond by telling the children to 'behave'. This does not help children to develop a positive attitude towards their learning. n Staff do not manage children's behaviour in an appropriate way. Children throw toys at their peers and frequently cry out as they are hurt by others. Staff do not comfort them or intervene to defuse the situation. They remain seated and shout across the room to children saying, 'no', 'Are you behaving?' and 'You will have to move away if you do not stop that.' This does not support children to learn right from wrong or to be kind to others. n The key-person system is ineffective. Although children have an assigned key person, they do not necessarily spend time with them. Consequently, children's

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need to do better?

care and learning experiences are not tailored to meet their individual needs. n Children with SEND and those who need additional help do not receive targeted support to help move them forward in their learning and development. They spend long periods unoccupied without staff interaction. Although there are some plans in place to support these children, these are not adhered to in practice.

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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

ensure the required staff-to-child ratios are maintained 06/06/2025

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Due date

ensure that leaders and staff take all necessary steps to identify and remove any potential risks to children 06/06/2025

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Due date

ensure children are supervised at all times, including while eating 06/06/2025

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Due date

ensure accident forms are completed as required and the information shared with parents 06/06/2025

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Due date

ensure children's good health is promoted at all times, with specific regard to children eating from other children's plates and ensuring children are provided with fresh drinking water 06/06/2025

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Due date

ensure physical intervention and restraint is only used when appropriate and necessary 06/06/2025

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Due date

support staff to understand how to manage children's behaviour in an appropriate way 06/06/2025

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Due date

implement effective supervision for all staff to help them improve their practice and promote high-quality learning and development experiences for all children 06/06/2025

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Due date

1 May 2025 provide appropriate support, training and supervision to ensure staff have appropriate knowledge, skills and understanding to fulfil their roles and responsibilities and to foster a culture of mutual support and teamwork 06/06/2025

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Due date

ensure the key-person system is effective in consistently meeting all children's individual needs. 06/06/2025

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Due date

plan and implement a broad, well- sequenced educational programme that builds on all children's knowledge and skills to help them make good progress 06/06/2025

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Due date

support staff to provide children with challenging and enjoyable activities that match their learning, interests and individual stage of development so that they engage in purposeful play and are able to become motivated learners. 06/06/2025

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Setting details

Unique reference number EY496789 Local authority Dudley Inspection number 10397318 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 36 Number of children on roll 25 Name of registered person Kiddies Kingdom Day Care Limited

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reference number

Telephone number 01902 680033 Date of previous inspection 5 February 2024

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Information about this early years setting

Kiddies Kingdom Day Care registered in 2016. It is located in the Upper Gornal area of Dudley. The nursery opens Monday to Friday, all year round. Sessions are from 7.30am until 6pm. There are five members of staff who work directly with children. Of these, all hold an appropriate qualification at levels 2 to 3. The nursery provides funded early education for children aged from nine months to four years.

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Inspection activities

n We carried out this inspection as a result of a risk assessment, following information we received about the provider. n The inspector held meetings with the nominated individual, who is also the nursery manager, to discuss how the curriculum and nursery are organised. n The inspector and manager carried out joint observations to evaluate the impact of teaching on children's learning. n The inspector observed the quality of teaching, indoors and outdoors, to assess the impact of this on children's learning. n The inspector had discussions with the nursery's special educational needs coordinator and staff at convenient times throughout the inspection. n The inspector looked at relevant documentation and evidence of staff suitability. n Parents spoke to the inspector and gave their views of 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

1 May 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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