Totally Kidz Day Nursery LTD

Totally Kidz Day Nursery LTD

Unique reference number (URN): 2726118 Address: 13 Borthwick Street, London, SE8 3GH Type: Childcare on non-domestic premises Registered with Ofsted: 15/02/2023 Registers: EYR Registered person: Totally Kidz Day Nursery 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 developed a culture of respect between all ages of children. Staff talk calmly to children and are consistent in their approach to behaviour management. Children work very well together, and older children are mindful of younger children, especially when on outings. Older children take time to help younger children, for example when crossing the road. Children work together to dry the resources before they use them.

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Behaviour, attitudes and establishing routines Strong standard

Routines are well established and fully understood by the children. Children are skilled at remembering to wash their hands after visiting the bathroom and before meals. Children also develop their own self-help skills, such as wiping their own nose and face.

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Behaviour, attitudes and establishing routines Strong standard

Staff and children have strong bonds, which helps staff understand children's individual needs. Children confidently seek reassurance from familiar adults, especially after waking from naps. Once children are ready, staff adapt activities to support them to play and learn. For example, when a child was not ready to join the group activity, staff adapted this so the child could use their own resources and continue to develop small-muscle skills.

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Children's welfare and wellbeing Strong standard

Children understand how to keep themselves and each other safe. They can identify when certain foods must not be eaten and explain what can happen if this is not followed. This helps to keep children safe from harm and ensures that peers help to keep their friends safe.

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Children's welfare and wellbeing Strong standard

Well-established routines are in place to teach children about their own health and wellbeing. Children enjoy having salads and vegetables with meals, discussing the effects on their bodies of having these. Children regularly make healthy choices, which supports their health. Younger children have their wellbeing supported through close partnership working with parents to support sleep and bottle routines.

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Children's welfare and wellbeing Strong standard

Daily trips to local play areas allow children of all ages to extend their physical development further. Staff are fully aware of barriers children have to physical development and ensure that opportunities to support them are part of daily routines. Leaders work closely with parents to review attendance and support them with any barriers that prevent children attending. They give suggestions on supporting sleep routines at home to help children to be well rested for their day.

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Inclusion Strong standard

Leaders and staff work together to identify promptly when children require extra help and support. They work closely with parents and other agencies to put appropriate support in place and reduce barriers to children's learning. Leaders and staff work closely together to assess children's starting points and next steps. They review the impact of activities and consider how activities can be adapted in order to meet children's individual needs.

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Expected standard

Although leaders currently do not receive any additional funding for children, they continue to review children's needs and what they can do to adapt to meet these. Leaders and staff are fully aware of children's barriers. They are aware of barriers to children's physical development for all children who attend and successfully plan daily outings to local parks to support these children.

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Expected standard

Staff work closely with parents to support children who speak English as an additional language. They gather key words and carry out cultural activities with children. They teach children about different festivals and celebrations that their peers experience at home. Staff are also mindful of children who are not able to celebrate certain festivals and adapt successfully so they can still learn and promote British values.

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Leadership and governance Strong standard

Leaders have worked effectively to make improvements over time. They have met previously identified actions. Leaders evaluate the practice in the setting well. They can clearly identify areas to develop and appropriate training for staff. Recent training has helped staff with curriculum planning and the care of babies and toddlers. This has had a positive impact on the quality of care and learning for children.

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Leadership and governance Strong standard

Leaders have implemented wellbeing breaks for staff during the day. This allows staff to take breaks when needed and helps to reduce stress. Parents report positive relationships with staff and leaders. Parents explain how leaders work closely with them to support children to settle and help them address any concerns at home. They describe how leaders take time to work with them to support changes, such as during potty training or concerns over mealtimes. Parents say this helps them feel reassured about the care and learning their children receive.

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Leadership and governance Strong standard

Leaders work closely with parents to support and guide them through referrals and gaining extra help and support for their children with early concerns related to special educational needs and/or disabilities.

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Achievement Expected standard

Children are prepared for their next stage of learning. They make progress with their learning and development. Some children need additional support to help them make progress. Children experience a language-rich learning environment and are confident with their communication. Children readily discuss what they are doing and recall what they have learned.

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Achievement Expected standard

Children who face barriers to learning are supported through partnership work with parents so that they can make progress from their starting points. Children are well prepared for transitions to the next stage of their learning and development. Younger children are learning how to dress and undress and about using the potty. This supports their personal and social development. Older children self-serve their own meals and are starting to recognise written print. They also participate in activities to extend their small-muscle development further, supporting emerging literacy skills.

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Achievement Expected standard

However, children do not yet consistently show confidence in valuing and taking pride in their own learning outcomes, which means their learning is not fully embedded over time.

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Curriculum and teaching Expected standard

Staff provide a broad range of activities that support children's learning and development. Staff have a clear understanding of adapting activities to support children's learning further. Older children enjoy exploring ice and 'snow' play. They learn to add water using pipettes to melt the ice to rescue toys frozen inside. Staff adapt activities by asking what else could melt and remove the ice, and children explore using tools, such as hammers, to break the ice.

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Curriculum and teaching Expected standard

Staff and leaders are aware of what they wish to work on with children and how to achieve appropriate outcomes. All children have access to a curriculum that supports their learning and development. Staff adapt activities to enable children of different abilities to take part and make progress. For example, during outings, staff adapt their questioning when talking with younger children so that they are able to respond.

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Curriculum and teaching Expected standard

During tidy-up time, staff do not always place as much value on everyday work as they do on focus activities. Staff suggest that children throw their work in the bin instead of asking if they wish to keep it. This does not consistently support children's emotional development.

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

Children make progress with their learning and development given their starting points. They arrive excited to start their learning at the nursery. Children are happy and settle quickly. They build strong bonds with staff and their peers. Children are confident learners and readily share their experiences and what is happening next. Their learning experiences take account of their individual starting points and learning styles.

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

Children who speak English as an additional language develop confidence as they learn key words to help them communicate and feel included. Children learn about British values and develop an understanding of the different countries they come from and the importance of respecting each other's differences. This helps children to develop a sense of belonging. Children enjoy opportunities to celebrate diversity in the nursery. Throughout activities,

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Totally Kidz Day Nursery Limited children experience effective questioning and a language-rich environment that supports their learning.

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Address:

Children thrive in a safe learning environment. They learn how to keep themselves safe through daily routines and outings. Children recall what they have learned about road safety and stranger danger when visiting local play areas. They stop to look and listen before crossing roads and move safely around the play areas, for example by not walking in front of the swings when they are being used.

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Next steps

Leaders should support staff to further nurture children's self-esteem and taking pride in their own work.

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About this inspection

The inspector spoke with the provider, leaders, practitioners and special educational needs coordinator 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. Register(s): EYR

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About this inspection

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

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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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