Kidz Inc Ltd

Kidz Inc Ltd

Unique reference number (URN): EY252739 Address: Fareham College, Bishopsfield Road, FAREHAM, Hampshire, PO14 1NH Type: Childcare on non-domestic premises Registered with Ofsted: 29/05/2003 Registers: EYR, CCR, VCR Registered person: Kidz Inc Limited

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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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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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff have created a safe and stimulating environment, where children feel settled, safe and enjoy play and learning activities. Children settle quickly and develop secure bonds with staff. Leaders and staff ensure that all children are valued and feel a sense of belonging. Parents praise the staff for the support they give to children. Children consistently engage in their play and demonstrate high levels of focus and attention in their learning. Children in the pre-school room maintain focus in their play for extended lengths of time and work collaboratively to recreate past experiences, such as going on a holiday.

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Behaviour, attitudes and establishing routines Strong standard

Leaders consistently embed a respectful culture, where children demonstrate they are able to manage their own feelings and behaviour and collaborate with others successfully. Children demonstrate that they can negotiate with each other and successfully manage their feelings during play, showing skills such as sharing and turn-taking.

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Behaviour, attitudes and establishing routines Strong standard

Leaders monitor attendance and identify and address barriers to attendance that some children may face. This supports children's ongoing learning and improves their attendance in preparation for school.

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Inclusion Strong standard

Inclusion practices at this nursery are well embedded. Leaders have created a positive culture across the nursery, and children considered disadvantaged, those with special educational needs and/or disabilities (SEND) or those who are known (or previously known) to children's social care, are well planned for. Staff engage in regular training opportunities, which equip them with the knowledge and skills needed to make a demonstrable difference to opportunities offered to children with SEND.

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Inclusion Strong standard

Staff work tirelessly to identify and address any barriers that these children might face. They implement effective support swiftly, and the impact is efficiently monitored. As a result, children receive skilful adjustments and adaptations that make a difference to even the most vulnerable of children, ensuring all children, regardless of their starting point, have the best opportunities. For example, staff support a range of children with social and emotional needs and have implemented a successful nurture group time, which enables children to develop necessary skills.

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Needs attention

Leaders actively engage with other professionals, working collaboratively to secure support for children and families. Leaders work in partnership with parents to understand children's needs and support families in early identification of additional needs. Leaders and staff carefully consider how to use additional funding, such as pupil premium funding, to positively effect children and the impact of this is well monitored.

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Children's welfare and wellbeing Expected standard

Leaders have established a culture where they support children's wellbeing and welfare well. Staff teach children to develop skills that allow them to become increasingly independent, such as serving their own lunches or putting on their own coats. Well-thought- out routines support children of all ages to develop a secure sense of belonging. There is an effective key-person system in place that allows children and parents to develop positive relationships with dedicated staff. In the baby room, staff are responsive to babies' needs and personalise care routines to meet the individual needs of each baby appropriately. For example, staff offer babies breakfast when they arrive at nursery in line with their weaning stage.

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Children's welfare and wellbeing Expected standard

Leaders and staff have a good understanding of safer sleep practices, which ensures staff keep babies and children safe, including being regularly checked by staff when they sleep. Staff promote children's healthy habits and teach children about making healthy choices, including the importance of handwashing before eating a meal.

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Children's welfare and wellbeing Expected standard

Children are supported by staff to recognise and manage their emotions and, as a result, children develop a secure sense of emotional wellbeing.

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Achievement Needs attention

Leaders have not yet considered the curriculum for mathematics and, as such, babies and children are not making progress in their mathematical learning. Therefore, children do not achieve well enough across this area of the early years foundation stage to prepare them for their move to school. Babies are developing age- and stage-appropriate knowledge and skills across the prime areas. Children, including those considered disadvantaged and those with special educational needs and/or disabilities, are supported to reach developmental goals, overall. Leaders track the progress of babies and children, and they are typically achieving well from their starting points in most areas of their learning. Children generally achieve well in relation to their communication and language, with staff offering additional support to any children who may have barriers to their development in this area of learning.

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Curriculum and teaching Needs attention

Leaders' ambitions for the new curriculum are appropriate, however, they have only recently been implemented. As such, it is too early to determine the impact of the new curriculum on children's learning. In addition, leaders have not identified how to explicitly teach mathematics, with opportunities missed across the nursery to develop children's understanding of mathematics.

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Curriculum and teaching Needs attention

Leaders have prioritised communication and language, and staff support children in building their vocabulary through a range of interactions. Children are developing a love of books and enjoy sharing stories with staff and other children, and this is evident across all nursery rooms. Leaders ensure babies and children of all ages have opportunities to develop their physical skills. Children enjoy spending time outdoors where they develop their core muscles, demonstrating they can safely negotiate space as they master climbing equipment and playing with hoops and balls. Staff across the nursery focus on babies' and children's personal, social and emotional development. This is evident through the individualised next steps in learning for each child, including children considered disadvantaged, those with special educational needs and/or disabilities or those known (or previously known) to children's social care, which are tailored to their unique starting points. This results in

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Curriculum and teaching Needs attention

children feeling safe and secure and ready to learn.

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Leadership and governance Needs attention

Leaders have taken action to improve children's communication and language in an effective and timely manner, which has had a positive impact on all children. However, they have not identified that mathematics is an area for development, despite it being one of the 7 required early years foundation stage areas of learning. A strong foundation in mathematics is essential for children's future learning. This oversight indicates a gap in leadership and governance.

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Leadership and governance Needs attention

Leaders positively engage with parents and professionals, which ensures that children receive carefully considered settling-in arrangements. This helps children settle quickly and enables staff to put any additional support in place. Parents report that they have positive partnerships with leaders and have been assisted by them when they have required additional support.

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Leadership and governance Needs attention

Staff benefit from regular supervision meetings, which focus on staff wellbeing. Staff report how beneficial they find these to be in equipping them to successfully carry out their role to support their key children. Wider professional training is available to staff, which is valued by the staff team and positively impacts staff confidence in planning for their key children.

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Leadership and governance Needs attention

Leaders strive to make decisions that are in the best interests of children, including those who are disadvantaged and those with special educational needs and/or disabilities, and work collaboratively with staff and parents to meet children's needs.

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Compulsory Childcare Register requirements

This setting has 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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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

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

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

Children are at the heart of everything staff do, and they are warmly greeted as they arrive at nursery. Leaders and staff work in partnership with parents to ensure they understand and follow babies' and children's routines, creating a home-from-home environment. Parents describe staff as nurturing and praise the positive relationships they build with their children.

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

Staff have secure procedures in place to identify and support children, who may have barriers to their learning, such as disadvantaged children and those with special educational needs and/or disabilities (SEND). These children benefit from tailored care and targeted support plans. This helps ensure that children with SEND are well prepared for their next stages of learning. Children are happy and behave well, responding quickly to gentle reminders from staff about behaviour expectations. For instance, when minor conflicts arise, staff support children by modelling appropriate interactions and help children work through their disagreements. As a result, children understand appropriate behaviour and learn to cooperate and empathise with others.

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

Babies and children focus on their chosen activities and engage in their play and learning. Staff prioritise communication and language and provide regular opportunities for babies and children to practise new words and construct sentences, supporting their communication and language development effectively. Babies enjoy joining in with actions to familiar nursery rhymes, while older children develop a love of books and actively join in with repeated refrains in familiar stories. However, opportunities for children to develop and achieve age- and stage-appropriate mathematical knowledge and skills are limited. This hinders their progress in this area of learning.

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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 action by the assigned date:

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About this inspection

The inspector spoke with leaders, staff, the special educational needs coordinator and parents during the inspection. A quality assurance visit by an additional inspector was carried out at this 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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Address:

Fareham College Bishopsfield Road FAREHAM Hampshire PO14 1NH

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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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

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 .

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Urgent improvement

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Urgent improvement

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

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