Kiddi Day Kare Hyde

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is inadequate

Leadership and management are weak.

This means that weaknesses in the provision and practice are not identified and addressed. The provider does not ensure that the premises are fit for purpose. For example, on the day of the inspection, staff did not follow health and safety guidance in relation to the temperatures in the childcare rooms.

The rooms are cold and this does not promote children's health and comfort. Risk assessments are not implemented effectively. Staff do not always report faults, such as problems with mobile phones, to the provider.

On the day of the inspection, staff took a mobile phon...e on the morning school run and did not report the faulty phone to the provider or manager on their return. Consequently, there was the potential that a functioning mobile would not be available for the school pick up staff in line with the risk assessment for these journeys. The lack of attention to reporting a faulty mobile phone reintroduced a risk that the provider had identified previously, for example that staff may not be able to raise the alarm in an emergency.

The nursery's supervision arrangements do not support staff to continuously improve their professional skills and knowledge. One impact of this is a weak and poorly sequenced curriculum that does not promote children's good progress and development.Children show that they welcome the company and care of the hard-working nursery team.

They follow instructions and behave well. Staff ensure that children fasten coats and put on hats and gloves before going outdoors in the cold weather. This helps children to understand seasonal weather and to learn how to stay healthy.

Staff demonstrate a positive attitude towards their own professional development. They seek further qualifications and want to improve their skills. Children who attend the after-school club arrive at the nursery ready for teatime.

They chat happily with staff and each other.

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

The provider's deployment of managerial staff means that, for most of the time, the on-site management of the nursery is delegated to staff who have not had the mentoring or support to enable them to fulfil the responsibilities of the role. This contributes to the limited oversight and scrutiny of practice, resulting in weaknesses not being identified.

The maintenance of the premises is not managed or monitored effectively. For example, the inspection took place during a very cold week. There is a gap above the external doors in one of the rooms and problems with the heating.

This means that the temperature in some of the rooms remains below that of the recommended minimum. Despite the provider being aware of this matter, it has not been addressed. Although some areas of the building become warmer, on the day of the inspection, some children spent most of the day in the coldest part of the building.

This does not promote their health and well-being.Risk assessment is not effective. The procedure for staff taking children to school and collecting them requires them to take a mobile telephone.

On the day of the inspection, staff took a non-working telephone and did not report the faulty phone to managers. Consequently, staff cannot seek advice or raise the alarm in an emergency. This does not promote staff's and children's safety.

Supervision and training are weak. Staff are appointed to leadership roles without the provider implementing a suitable programme of professional development. Supervision activities do not support individual staff to build on their strengths or to demonstrate step-by-step improvement in their skills and knowledge.

This has a direct and negative impact on the quality of practice in the nursery.The curriculum is poor. Staff plan activities without taking account of what individual children need to learn next.

They do not demonstrate an understanding of how children learn. Children aged one and two years, who have expressed an interest in painting, have one hand painted by a member of staff. Staff place the hand once to make a print, then wash it and invite another child.

This does not promote children's ideas, skills or conversation.Staff have some knowledge about promoting children's communication and language development. For example, they know that using dummies has a negative impact on speech development and take steps to minimise their use.

However, although staff are kind and attentive, they do not assess and target the language development of individual children effectively. This limits the number of words that children know and use. It slows children's progress towards achieving fluent, confident speech.

Daily routines, such as the time children spend outdoors or in poorly organised circle times, do not promote children's progress. This is because staff do not know what they want children to know or be able to do as a result of participating. At mealtimes, staff's interactions with children are fleeting as they busily bring cutlery and food.

Toddlers have plastic knives and forks to eat a baked potato, topped with baked beans. Most find this impossible and eat the food with hands and fingers. This does not help children to progress, in a sequenced way, towards managing their personal needs independently.

The provider trains staff to follow the nursery's safeguarding policy and procedures. Staff know what they must do if an allegation is made against them or they see a colleague behaving inappropriately towards children. However, the provider does not do enough to make sure that the premises are a safe and secure environment for children.

Safeguarding

The arrangements for safeguarding are not effective.There is not an open and positive culture around safeguarding that puts children's interests first.

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 that the premises are safe and fit for purpose 30/01/2025 use risk assessment effectively to identify and minimise risks to children's safety 30/01/2025 implement effective systems for supervising managers and staff, so that they continuously improve their skills and knowledge 30/01/2025 train managers and staff to deliver a broad, sequenced curriculum that builds on what individual children know and can do 30/01/2025 support staff to ensure that every activity, conversation and interaction helps children to extend their vocabulary and communicate effectively 30/01/2025 support staff to devise and teach consistent routines that promote children's confidence and independence.

30/01/2025