Kangaroo Kids Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is inadequate

The provider does not have robust recruitment processes in place to check that staff are suitable to work with children. This compromises children's welfare and safety.The provider does not ensure that a coherently planned and sequenced curriculum is in place to meet children's individual needs.

Children with gaps in their knowledge do not get the additional teaching they need so that they can access the same curriculum as others. Staff do not build on what children know and can do to help them cumulatively gain sufficient knowledge and skills for their next stage in learning. Although children often play happily, either ...alone or with peers, staff do not support them effectively to make progress in their learning as they play.

Children form bonds with staff who care about them. However, staff do not always use effective strategies to support children in managing their behaviour. Instead of using words to explain, staff sometimes use inappropriate methods that do not support children's welfare.

Staff do not consistently explain or reinforce the rules of the nursery. For example, staff do not reinforce their expectations at tidy-up time. This results in children ignoring instructions.

They disengage, wander and run around. This does not support children's positive attitudes to learning.

What does the early years setting do well and what does it need to do better?

The nursery has recently been taken over by a new owner.

There is also a new manager in place. Roles and responsibilities and communication between leaders and staff are unclear. There are a number of requirements that are not met and these have an impact on children attending.

The provider does not have adequate systems for inducting and supervising staff. This means that gaps in staff practice go unnoticed and staff are unclear about their roles and responsibilities. This has an impact on the quality of teaching that children receive.

The quality of teaching is weak. Staff in their roles as key persons are not fully informed about all the information gathered when children first register. This is because the important information gathered by the provider is not shared with staff.

Therefore, staff are not able to plan and meet children's individual needs.Parents say their children look forward to, and are happy to attend, nursery. However, staff do not consistently exchange information with parents about their children's learning and progress.

This means that staff do not promote children's continuity of learning between home and setting. It is confusing for children to make sense of developing their independence and social skills at nursery when this information has not been shared with parents for them to practise with their children at home. This has an impact on children making adequate progress.

It limits their motivation and limits them from developing a positive attitude to learning.Some children enjoy a two-way flow of conversation with some staff during some activities, which helps children build their communication. However, during routine transitions and at other times, staff do not interact with children at all.

During circle time, most children enjoy familiar stories and children recall key aspects of the story. However, staff do not teach children to wait their turn and listen when their peers are speaking. This results in children calling out and no one listening to what others are saying.

This does not prepare children for the next stage of their learning.Staff do not use any alternative or effective strategies to support those children with speech and language delay. Often, they are left wandering around with little support offered.

Timely interventions are not yet established or links with external agencies to support children's additional educational needs. This has a detrimental impact on children's learning and progress.Staff implement routines where children can practise handwashing after using the toilet and before sitting down for their meals.

Children have some opportunities for fresh air when they go out for a walk in the local community. Children enjoy fresh fruit and vegetables for snacks and freshly cooked hot meals at lunchtime. This contributes to their health and well-being.

The provider has not ensured that staff complete progress checks for children aged between two and three years. This is a breach of requirements and a further example of a lack of exchange of key information with parents.

Safeguarding

The arrangements for safeguarding are not effective.

The provider does not robustly complete vetting processes to check staff's suitability to work with children. They do not check for any gaps in staff's employment to rule out any potential concerns. The lack of robust recruitment procedures does not assure children's safety and well-being.

That said, the provider and staff understand the safeguarding systems to follow if they have concerns about the welfare of children or conduct of staff. Staff carry out health and safety checks to the premises to make sure the environment children explore and play in is safe and secure.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage and Childcare Register the provider must: Due date ensure vetting processes are fully completed, including checking staff's gaps in employment history to assess their suitability 15/12/2023 implement effective induction and supervision arrangements to help identify gaps in staff practice and to provide support to fulfil their roles and responsibilities 15/12/2023 ensure the key person seeks to engage and support parents to promote children's individual needs and continuity of care and learning between home and the setting 15/12/2023 help staff develop effective strategies to support children's understanding of expectations and boundaries 15/12/2023 make sure children with special educational needs and/or disabilities receive the support they need in a timely manner 15/12/2023 implement progress checks for children aged between two and three years and provide parents with a short written summary about their children's strengths and any areas where they may be developing less than expected 15/12/2023 improve the curriculum planning and delivery to help staff gain skills about how to sequence children's learning and to help children to progress to the next stage in their learning journey.

15/12/2023