Kiddies Kingdom

Kiddies Kingdom

Unique reference number (URN): EY553772 Address: Kiddies Kingdom, 1a, Maidenhall Road, Luton, Bedfordshire, LU4 8JZ Type: Childcare on non-domestic premises Registered with Ofsted: 22/12/2017 Registers: EYR, CCR Registered person: Kiddies Kingdom (MR) Ltd

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Safeguarding standards not met

Leaders have not ensured that there is an open and positive culture around safeguarding. This puts children at risk of harm. Leaders demonstrate a lack of vigilance around changes in children's home circumstances that could indicate potential safeguarding concerns. They fail to take appropriate action, including making timely notifications to relevant agencies.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Urgent improvement

Staff in the pre-school room do not provide rich opportunities for all children to develop their communication skills. They do not adapt their teaching and interactions to promote the language skills and develop the vocabulary of children who speak English as an additional language. This does not support all children to progress in their communication and develop the vital skills required for their next stage of learning.

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Achievement Urgent improvement

Leaders have made some changes to the curriculum around communication and language for young children. Babies and toddlers respond well to staff by joining in the songs and rhymes they sing during play. Consequently, babies and toddlers do make some progress with their communication and language.

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Behaviour, attitudes and establishing routines Urgent improvement

Leaders do not promote children's attendance in the nursery. The current strategies that they use to promote punctuality are not successful. Furthermore, leaders do not consider alternative ways to work in partnership with families and drive attendance. This does not help children to become familiar with the routines that they will experience at school.

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Behaviour, attitudes and establishing routines Urgent improvement

Staff do not promote children's behaviour to a consistent level throughout the nursery. They do not consider the different ages of children when supporting their behaviour during play. For example, when there are disputes over toys in the pre-school room, staff simply tell children to use 'kind hands'. They do not explain to children the importance of sharing or support them to do this fairly. Staff do not encourage children to use the sand timers that leaders provide to regulate the time they spend in popular activities.

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Behaviour, attitudes and establishing routines Urgent improvement

Staff support toddlers to play cooperatively and develop good manners. They role model polite behaviour, and as a result, young children share resources and say 'please' and 'thank you' to their friends.

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Children's welfare and wellbeing Urgent improvement

Leaders and staff do not provide children with the skills they need to use learning resources safely. For example, babies and toddlers use the sharp pencils staff provide to create pictures in the drawing area. Because staff have not considered how to teach children to use them appropriately, toddlers run about the room with them in their hands. This creates a hazard for all children in the room.

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Children's welfare and wellbeing Urgent improvement

Children enjoy mealtimes sat at tables with staff on hand for support. Babies sleep in a safe environment where they are continuously monitored by staff. Children follow hygiene processes by washing their hands before eating and using tissues to wipe their nose before placing them in dustbins.

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Children's welfare and wellbeing Urgent improvement

Children form close attachments with staff. This is particularly evident when staff intervene to support younger children to separate from their parents/carers. The support staff provide, including mirroring children's routines from home, means babies and toddlers quickly settle in their new environment.

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Curriculum and teaching Urgent improvement

Staff do not implement an ambitious and well-sequenced curriculum. Although leaders are aware of children's individual needs and early experiences, they do not ensure that staff routinely support children's learning during play. For example, not all staff follow individual care plans that are put in place for children with special educational needs and/or disabilities. Therefore, children do not make sustained progress from their starting points.

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Curriculum and teaching Urgent improvement

Pre-school children explore feelings and emotions in age-appropriate ways. They create different facial expressions out of various natural resources. Staff incorporate mathematical learning into this activity by encouraging children to count and group objects to colour and shape. However, children who speak English as an additional language do not get the best possible learning, as staff do not adapt their teaching to encourage discussions or model new vocabulary.

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Curriculum and teaching Urgent improvement

Leaders and staff adapt the outdoor space well to promote children's physical development. Staff encourage babies to splash their hands in water, while older children develop their coordination by creating their own obstacle courses to complete.

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Inclusion Urgent improvement

Leaders do not take swift enough action to support children with special educational needs and/or disabilities (SEND). Although staff observe children with SEND and consider this when assessing needs, they do not gather sufficient information from families and other settings. This does not allow them to develop a robust insight into children's learning and development needs. As a consequence, staff are unable to provide an appropriate level of support for children with SEND. For example, children spend extended periods of time wandering around the room and lying on the floor. Staff are not swift to identify this and attempt to engage them in meaningful play. Staff ensure they keep care plans up to date for their key children and support their next steps during play. For example, they encourage children to interact with others in group activities. However, on occasion, staff are unavailable to focus on their key children. In these

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Inclusion Urgent improvement

instances, other staff members do not provide the same consideration for children's specific needs.

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Inclusion Urgent improvement

Leaders work with other professionals involved in children's development and distribute additional funding appropriately. For example, leaders follow medical recommendations when purchasing additional resources to promote children's physical development.

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Leadership and governance Urgent improvement

Since the previous inspection, there has been a change in leadership. Leaders have not successfully raised the quality of teaching to an acceptable standard across the nursery. When planning the curriculum for babies and toddlers, leaders do not consider what younger children already know and can do. This hinders children from building on their existing knowledge and skills.

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Leadership and governance Urgent improvement

The key-person system is not fully effective. Leaders do not always consider children's best interests or the responsibility of the key person when assigning children, particularly those with special educational needs and/or disabilities. This results in key persons not always being available to provide the best possible support to meet children's individual needs.

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Leadership and governance Urgent improvement

Leaders monitor practice by conducting regular supervision meetings with all staff. However, these methods of monitoring staff practice are not effective at supporting staff to deliver a well-sequenced and adapted curriculum for all children.

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Compulsory Childcare Register requirements

This setting has not met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Leaders show insufficient understanding of their responsibility to meet the safeguarding and welfare requirements of the early years foundation stage. They are not alert to the impact that changes in children's home circumstances can have on their safety and wellbeing. Furthermore, leaders do not understand their responsibility to follow safeguarding procedures around making timely referrals to the appropriate authority. As a result, children's safety and welfare are compromised.

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What it's like to be a child at this setting

Leaders and staff do not routinely consider the needs, experiences and abilities of all children when delivering an appropriate curriculum, in particular those with special educational needs and/or disabilities. Furthermore, when leaders do plan activities that are focused on specific groups of children, staff do not routinely support children to gain the skills and knowledge intended. For example, staff do not implement recent changes to the way snack time is organised in order to incorporate mathematical learning and fine motor skills.

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What it's like to be a child at this setting

Relationships with parents are not effective at promoting children's attendance. Leaders and staff fail to engage with parents to support their understanding of the importance of children's punctuality and regular attendance. As a result, children are not accessing their full entitlement of early education.

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What it's like to be a child at this setting

Children explore their learning environment and enjoy an appropriate balance of planned activities and free-play opportunities. For example, children can choose to paint, grow plants or select a variety of games and toys that are accessible and support their changing interests. Children of all ages enjoy the company of their peers and staff. Young children enjoy creating meals with their friends using real fruits and vegetables in their role-play kitchen. Older children enjoy cosy story sessions where they laugh and interact fondly with staff.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare register the provider must take the following actions by the assigned date:

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About this inspection

The inspector spoke with leaders, staff, the provider, parents and children during the inspection.

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About this inspection

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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About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection.

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Address:

Kiddies Kingdom 1a, Maidenhall Road Luton Bedfordshire LU4 8JZ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Kiddies Kingdom (MR) Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:45 - 15:15

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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