Kido Bethnal Green

Inclusion: Expected standard

Leaders ensure that children's needs are identified through initial assessments and ongoing reviews of development. Staff use information, including 'All About Me', to understand children's starting points and provide appropriate support. Children with special educational needs and/or disabilities and those who speak English as an additional language access the curriculum through a range of strategies, such as modelling language, repetition and visual supports. Leaders work in partnership with parents and external professionals, including speech and language therapists, to put strategies in place. Individual plans are reviewed regularly to support children's communication, behaviour and emotional development.

Leaders monitor children's progress and make adjustments where needed so that children, including those who may be disadvantaged, make appropriate progress from their starting points. Leaders provide guidance and support to staff through training and coaching, developing staff's understanding of children's needs. Leaders also support families through regular communication, home learning resources and links to local services. However, strategies are not consistently embedded across the whole staff team, which limits their impact for some children.

Curriculum and teaching: Expected standard

Children access a broad and balanced curriculum that meets the requirements of the early years foundation stage, with clear progression across the setting. In the baby room, children begin to develop key skills across the prime areas, including communication, physical development and personal, social and emotional development. As they move into pre-school, children build increasing independence and develop the skills they need for their next stage of learning, including preparation for school.

Children learn through everyday interactions, routines and play. They develop their communication and language as adults model new vocabulary and use repetition, singing and visual supports. Children are supported to express their needs and take part in conversations with increasing confidence. Older children are encouraged to use mathematical language, such as size, quantity and measure, in their daily experiences.

Children's starting points are used to plan learning experiences, and assessment, including the progress check at age 2, supports their ongoing development. Children with special educational needs and/or disabilities, those who speak English as an additional language and those who may be disadvantaged are supported to access learning alongside their peers. While these approaches are in place, practice is not yet consistently embedded across all staff.

Achievement: Expected standard

Children make positive progress from their starting points across the curriculum, particularly in communication and language. Staff support vocabulary development through modelling, repetition and everyday interactions, enabling children to express their needs and take part in learning with increasing confidence. Most children develop the knowledge and skills expected for their ages and stages of development.

Children with special educational needs and/or disabilities, those who speak English as an additional language and those who may be disadvantaged receive appropriate support through targeted strategies and reasonable adjustments. These children make progress from their starting points. While appropriate support is in place, practice is not yet consistent in how teaching and interactions are delivered. Children are generally well prepared for their next stage of learning. Younger children develop secure attachments and increasing independence, while older children build confidence, self-care skills and familiarity with routines to support their transition to school.

Behaviour, attitudes and establishing routines: Expected standard

Children experience a calm, welcoming environment where routines are predictable and expectations for behaviour are consistently reinforced, helping them feel safe, secure and ready to learn. They form positive, trusting relationships with practitioners, which supports their emotional wellbeing and confidence to engage in daily experiences. Children are encouraged to develop independence and demonstrate positive behaviours, such as sharing, turn-taking and using kind language.

Children learn to collaborate, build friendships and develop an understanding of others. Their behaviour is recognised as a form of communication, and they are supported to express their feelings and needs appropriately through play.

Children benefit from consistent reassurance, clear and developmentally appropriate guidance and sensory strategies that help them regulate their emotions. Children show they feel settled and are fully involved in routines. This is because leaders work in partnership with parents to promote consistency, good attendance and punctuality. Children's individual needs, ages and stages of development are considered, including those with special educational needs and/or disabilities and those who speak English as an additional language, ensuring inclusive support. However, this approach is not yet fully embedded, meaning some children do not consistently develop a secure understanding of routines and expectations.

Children's welfare and wellbeing: Expected standard

Care practices meet children's individual needs. Staff provide appropriate support, including for children with special educational needs and/or disabilities and those who speak English as an additional language, through responsive interactions and adapted routines. Children develop secure attachments with their key persons, who provide reassurance and comfort, particularly for those who are settling or require additional support. As a result, children feel safe and confident to seek help when needed.

Children develop their understanding of health and wellbeing through daily routines, including hygienic practices, healthy eating and regular access to outdoor play. They benefit from physical activity each day as leaders and staff prioritise outdoor experiences. Staff help children to recognise and manage their emotions through modelling language, reassurance and behaviour strategies. Babies benefit from established routines that meet their needs. For instance, staff follow their routines from home, such as sleeping, weaning and mealtimes. However, practice is not yet consistently embedded across all staff, which means that support is not always applied with the same effectiveness across the setting.

Leadership and governance: Expected standard

Leaders demonstrate a clear understanding of the setting's strengths and areas for development. They have identified priorities, including improving the consistency of staff practice and strengthening transitions, and have begun to address these through supervision, coaching and training. As a result, children are beginning to benefit from more consistent routines and interactions, which support their confidence and engagement. Changes in staffing, including the use of bank staff, have at times affected consistency. This has meant that children's experiences are occasionally variable. Leaders are taking steps to strengthen staff deployment and support, which is helping to improve continuity for children.

Leaders and those responsible for governance make decisions in the best interests of all children, including those with special educational needs and/or disabilities and those facing additional barriers. Systems to monitor progress are in place, ensuring that children receive appropriate support and are able to access learning opportunities.

Leaders support staff wellbeing through supervision, training and practical support. This helps staff feel supported and promotes positive interactions with children. Safeguarding procedures are secure, and leaders take appropriate action when concerns arise. As systems become more embedded, children increasingly benefit from consistent care, supporting their learning, development and wellbeing.