Kiddies Kingdom

Inclusion: Needs attention

Leaders recognise that, although progress has been made in supporting children with barriers to their learning, this needs to be prioritised further. There are action plans in place to build on the knowledge staff require to support children who speak English as an additional language. Leaders are working closely with the local authority to support training and enhance these interactions.

Staff show varying levels of confidence in adapting the curriculum to meet children's individual needs. As a result, activities are not consistently planned or adapted well enough to ensure that they are accessible to all children. For children who speak English as an additional language, interactions do not consistently support their next steps in learning. Therefore, they do not have consistent opportunities to build on what they already know and can do. Leaders have not ensured that all staff understand how to support children who speak English as an additional language during activities. They do not ensure that all staff have the skills to be able to adapt their practice at group activities to include all children.

Leaders and staff are committed to supporting all children, including those with special educational needs and/or disabilities. They work closely with parents and external professionals to ensure that accurate assessments capture children's emerging needs. Leaders ensure that referrals are completed in a timely manner, gathering supporting evidence from professionals. This means children have plans in place ready for their move to the next stage of their education.

Curriculum and teaching: Needs attention

There are some inconsistencies in the quality of the teaching of the curriculum. For example, staff do not consistently know when to use their interactions with children to extend their learning or talk through activities to develop children's language. This means that, at times, staff cannot support children to achieve to the best of their abilities. Leaders have worked with staff to enhance their interactions and ensure that activities are planned with children's interests and next steps in mind. However, although staff understand the intent for activities, they do not have the skills and knowledge of how to implement this.

Leaders demonstrate a passionate commitment to improving the curriculum for all children, including those where there are barriers to learning. They have successfully designed a broad framework that focuses on learning through play. There is a focus on providing opportunities to cover all areas of learning. However, some children's experiences are of higher quality. Staff monitor children's progress and development through ongoing observations and regular assessments. They use this knowledge to quickly identify gaps in children's learning and development. Staff notice what children enjoy doing and provide activities to interest them. In some rooms, staff thoughtfully provide children with purposeful and interesting invitations to explore and investigate. Children enjoy outdoor learning in the small garden area or on walks out in the local area. This helps to promote children's physical development and their wellbeing.

Achievement: Needs attention

Children's achievement is inconsistent across the nursery, particularly the achievement of children who speak English as an additional language. Support plans are in place to provide staff with knowledge of how to ensure that all children are included in all activities. However, these are not always followed. For example, when reading stories with the oldest children, staff fail to create ways for children whose understanding of English is limited to be involved. As a result, these children become disengaged, and, therefore, learning is limited.

Younger children make better progress because they enjoy a wide range of interesting, motivating and exciting play experiences to support all areas of learning. They use mathematical language as they build towers with blocks in the sand tray. Children build on their early writing skills as they make marks with large coloured chalk. They talk with staff about what they are drawing and share the different colours well. Staff join activities and use their knowledge of child development to build on what children already know and can do. Children spend long periods of time concentrating at activities.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have established a positive environment. They recognise the challenges they have faced and ensure that children and families remain at the heart of what they do. Leaders promote an inclusive and respectful environment where all families are welcome.

Children typically demonstrate that they know the rules and routines well. For example, older children know to wash their hands before completing a food-based activity. Younger children know what they need to do when getting ready to access the garden. These activities help children to develop independence skills successfully. Staff are gentle and patient. Older children comfort their friends, demonstrating that they learn how to treat others with kindness and care.

Outdoors, children cooperate well. They share painting tools and work together to decant paint from large bottles to a painting tray. In the main, staff support children by modelling calm behaviour, offering reassurance and using simple, clear language.

Children are familiar with daily routines and generally move between activities with confidence. As a result, children develop appropriate behaviours and positive attitudes. This promotes a safe and purposeful learning environment. Leaders monitor children's attendance carefully. They follow up unexplained absences promptly to ensure that children are safe.

Children's welfare and wellbeing: Expected standard

Staff form secure attachments with their key children, who gain a sense of belonging. They manage children's care needs sensitively and promote these consistently well. Staff gather a wealth of information about all children before they start at the setting to support them to settle in. This enables staff to use children's interests to create activities. As a result, children settle quickly into the setting.

Leaders typically work closely with families to support their understanding of healthy eating. For example, children and families receive advice on healthy lunch boxes. Staff talk to parents and children about items that are best placed in their lunch boxes. Children demonstrate a sound understand of healthy foods. For example, older children identify that sweetcorn is a healthy option to put on top of their pizzas as they make them. Staff talk to children about different foods they may have at home and whether they are healthy or unhealthy. This supports children's knowledge of healthier foods effectively and helps them to develop healthy habits for the future.

Relationships between staff and children are warm and responsive. This supports children's emotional wellbeing successfully, and, as a result, children manage their own emotions. Staff use emotion cards to support children who find it more difficult to understand how they are feeling. They are confident to ask for support from trusted staff. Generally, routines are embedded, and children learn to keep themselves healthy and safe.

Leadership and governance: Expected standard

Leaders recognise the journey they have been on and have prioritised staff training. However, they are aware that this needs embedding even further. Leaders have ensured that staff have secure knowledge and understanding of their safeguarding responsibilities. Leaders are positive and proactive about the future and are committed to ensuring that children and families receive high standards of care and education. Leaders have effective plans to ensure that improvements are swift and effective. Leaders are in the process of prioritising the development of staff's practice and the impact on children's learning and development. Leaders recognise that this takes time.

Children with special educational needs and/or disabilities receive appropriate support to help them to access guidance from other professionals. Leaders promote partnership working with parents and other professionals to provide children with consistency. Staff have access to a wide range of training opportunities. However, these do not always impact on the quality of teaching in the setting or support children who speak English as an additional language.

Leaders encourage staff to share learning with each other to provide consistency in practice for all. Regular one-to-one sessions support staff's ongoing development and wellbeing. Staff comment on how they feel fully supported by leaders. The provider has created a positive culture that is embedded throughout this setting.