Kinderdagverblijf ‘t Slag

Strengths

• Pedagogical policy is described in concrete terms and is followed in practice
• Pedagogical practice meets the requirements for emotional safety, personal and social competence
• Staff-child ratios were in accordance with the calculation rules at the times checked
• Stability of care for children is well arranged with fixed core groups and mentors
• Complaints procedure and affiliation with a disputes committee are in order
• Safety and health policy is in order, including presence of first-aid-qualified personnel

Shortcomings

• Weekly plans for early childhood education must distinguish between developmental areas and goals
• Staff must be able to explain more concretely how activities are tailored to individual differences between children
• Supervision plans for staff in training must be recorded more specifically per individual

Violations

• Early childhood education: implementation of the policy is not in order. The weekly plans do not show a distinction between developmental areas and goals, and staff cannot indicate concretely how activities are tailored to individual differences, level, and needs of children. The training plan lacks the topic 'substantive connection between early childhood education and careful transition'
• Deployment of staff in training: supervision plans are not concrete enough. The training phase and the percentage of formative deployment are not specified separately per employee

Summary

The annual inspection of 2 July 2026 at daycare center (kinderdagverblijf/KDV) 't Slag in Rotterdam presents a mixed picture. The location provides day care for 71 children (ages 0-4) with three toddler groups for early childhood education. Although many quality requirements are in order, there are two areas where the provider is not in compliance with the law: early childhood education and the deployment of staff in training. The pedagogical practice and pedagogical policy are assessed positively. Following the inspection, the provider has implemented and planned improvement actions, including adjustments to the training plan, making supervision plans more concrete, and tightening the weekly planning for early childhood education.