|Name||Evolution Kids Club and Nursery|
|Ofsted Inspection Rating||Inadequate|
|Inspection Date||16 September 2019|
|Address||Grove Park Cp School, Hilton Drive, SITTINGBOURNE, Kent, ME10 1PT|
|Phone Number||01795 431323|
|Type||Childcare on Non-Domestic Premises, Full day care|
|Catchment Area Information Available||No, we only have catchment area data for schools in England|
What is it like to attend this early years setting?
The provision is inadequate
Staff do not plan an exciting and stimulating curriculum that supports children’s motivation and interest in their learning. As a result, children do not sustain their concentration in activities and do not engage in purposeful play. Children wander around with resources, such as magnifying glasses and spades. However, staff do not adjust their teaching to respond to children’s emerging ideas and take their progress further. Staff do not build on what children know and what they need to do next. Consequently, children’s behaviour is compromised because of a poor learning environment that does not meet their development needs and abilities. They struggle to manage their feelings and argue over toys. Not all children settle well and do not know who to approach for support, due to the weak key-person system. Older children show an interest in numbers on a hopscotch and others start to join in the game. Staff encourage children to count and jump, which helps build their mathematical and physical skills. However, staff do not keep children’s attention to extend their knowledge. Children confidently talk about their move to school and how many days they have left at nursery.
What does the early years setting do well and what does it need to do better?
nThe provider does not manage the provision effectively. She does not make sure that Ofsted is provided with the information needed to complete relevant checks and confirm suitability for registration. The provider does not supply the documentation required to make the necessary changes to the registration.nThe provider does not oversee her staff team well. She does not offer staff effective supervision and support to help develop their practice. Staff are not clear about their roles and responsibilities, including who is currently the manager and the special educational needs coordinator. Staff do not use good-quality interactions to help children to achieve their full potential.nThe key-person system is not secure. Staff do not know which children they have been allocated to work with. This does not help them support children’s emotional well-being and individual needs efficiently, and build effective relationships with parents.nPartnerships with other settings children attend are not successful. Staff do not develop an effective two-way flow of information to help provide a consistent approach.nThe provider does not ensure that all documents are readily available for inspection, namely a written summary of children’s progress between the ages of two and three years.nLeaders do not have a secure understanding of their safeguarding responsibilities, which does not help to keep children safe from harm. Additionally, the provider has not addressed the previous actions raised to help develop the quality of their provision.nStaff encourage children’s understanding of similarities and differences around them. For example, parents comment that they have provided words in their home languages so that staff can use these in the setting.nStaff do not successfully use the information from their observations and assessments to monitor children’s progress and help plan for their abilities and interests. As a result, children do not benefit from a rich curriculum across all areas of learning. The environment is chaotic, and this has an impact on children’s behaviour and development.nChildren build their sensory skills, for example as they explore sand and sawdust. Staff provide them with positive praise and encouragement to help build their self-esteem. They engage them in conversations, but do not give children time to express their thoughts and ideas.
The arrangements for safeguarding are not effective.Staff know the signs that would cause them concern about a child’s welfare and the process to follow. This includes the wider safeguarding legislation such as the ’Prevent’ duty guidance. However, leaders do not understand what to do if they had to dismiss a member of staff because they had put a child at risk or harmed a child. Leaders do not implement their vetting and recruitment policy effectively. For instance, they do not check the status of the Disclosure and Barring Service Update Service for staff.
What does the setting need to do to improve?
The provision is inadequate and Ofsted intends to take enforcement action.
We will issue a Welfare Requirements Notice requiring the provider to:Due datemake sure that the information requested is provided to Ofsted without delay, including evidence of a change of name27/09/2019ensure staff receive effective supervision and support to enable them to understand their roles and responsibilities, and help improve the quality of their teaching11/10/2019implement a secure key-person system to aid children’s individual needs and well-being, and build successful partnerships with parents11/10/2019make sure leaders gain a secure understanding of safeguarding, namely the procedures to follow if staff have caused harm to a child, and implementing the policy for checks on new staff effectively11/10/2019ensure all records are easily accessible and available for inspection, specifically children’s two-year checks11/10/2019develop partnership working with other settings children attend to aid continuity of learning and care.11/10/2019To meet the requirements of the early years foundation stage and Childcare Register the provider must:Due dateimprove the use of assessments to help monitor children’s progress and plan a challenging and thought-provoking curriculum that supports their engagement and helps build the skills they need for their future success effectively.01/11/2019