Kido Crouch End

Inclusion: Expected standard

Staff prioritise an inclusive culture so that all children and their families feel valued. The curriculum is used effectively to help children celebrate their own unique qualities, and children delight in sharing their individuality with others. Staff take account of children's different needs and interests. They typically prioritise support for children with special educational needs and/or disabilities and those who face other barriers to learning. Staff carefully consider the curriculum to support children's individual needs. They work as a team to recognise and plan any adaptations required to support individual children. They are able to express how all children's learning journeys are different and how they are planning to make supporting the children's development a priority.

Parents and carers particularly appreciate that leaders offer to accompany families on school visits and support them with additional information to help them understand the process. This means that all children are well prepared for their next educational stage. Staff have a secure understanding of how and where to access additional support for children and their families. Staff with lead roles coordinate progress and communication knowledgeably and efficiently. They work closely with outside agencies and understand the valuable role these agencies play in advising and supporting families to ensure that children receive timely and coordinated support.

Curriculum and teaching: Expected standard

Staff plan challenging and fun activities with a clear curriculum that is typically well adapted for all children. This includes children with special educational needs and/or disabilities (SEND) and those who need extra support with their learning. Training is considered and planned for individual staff so that they remain knowledgeable, including in supporting children's emerging needs. This has helped staff successfully complete referrals and begin the graduated approach to support children with SEND. Staff teach children about the texture of sensory materials, encouraging them to explore how materials react and can be handled. They share new and interesting vocabulary to encourage children to express their creative ideas. Children enjoy looking at books and sharing stories with each other and the staff. Staff read to the children retaining their listening and attention by asking questions and acknowledging them when they contribute their ideas. Children show pleasure and enthusiasm as they regularly choose to look at books independently. Staff use mathematical language as children count and measure. They thoroughly enjoy activities, such as when they made telephone headsets. Staff use this opportunity to develop children's social skills, as children learn that playing with each other can enhance their happiness and enjoyment of learning. At times, during free play, not all children take part and are on the outskirts of play with less staff interaction. Leaders do recognise where they can support staff further with consistent and purposeful interactions and to ensure that all children are encouraged and enabled to join in.

Achievement: Expected standard

Children develop many skills to support their future learning. They make positive progress across all areas, particularly in their communication skills. They participate in group discussions confidently, ask questions and talk to staff, visitors and their friends. They listen attentively to stories, including those that focus on different behaviours and emotions, as they begin to understand the needs of others. Children benefit from opportunities to become independent. Babies begin to drink from cups and feed themselves using a spoon. Older children serve their food and pour their drinks, showing perseverance when they encounter challenges. Children show positive attitudes to learning, as they listen and contribute their ideas. Children develop their social skills well during the regular outings into the community and local park to socialise together. They are learning to show responsibility and respect for their environment and to develop their resilience and key skills in preparation for starting school.

Behaviour, attitudes and establishing routines: Expected standard

Staff are positive role models, and they teach children about feelings and emotions. They work hard to support children who may need additional help to manage their behaviour and actions. Staff teach children through discussions to understand the effect their behaviour has on others. They also use stories that feature this within language and visuals to help children understand. As a result, children typically understand the expectations around their behaviour.

Children benefit from knowing what will happen next in their day. Staff encourage children to manage tasks for themselves. Children are developing skills and awareness, including in how to tidy away toys once they have finished playing. They show responsibility and respect for their environment. Staff provide reassurance, praise and encouragement during children's play. Smaller group sessions help children learn to play and collaborate well with each other. Children talk with their friends, showing care, for example knowing what their peers may be allergic to and how to keep them safe. Staff offer regular praise and encouragement, celebrating children's achievements with them. This encourages positive self-esteem and wellbeing. Leaders offer flexible sessions for parents and carers, while prioritising the importance of regular attendance in preparing children for school.

Children's welfare and wellbeing: Expected standard

Staff teach children to be aware of risk, including as they climb and slide on large-play equipment, also developing their physical skills. They sit closely to guide babies as they learn to walk and climb. When children need additional support to develop emotional regulation, staff teach them to express their needs. They develop routines to help children form healthy habits. The outdoor space and large indoor spaces are used well to support children's physical skills. Staff teach breathing techniques during yoga and mindfulness sessions, for example, to help children feel calm and promote their wellbeing. There are plans underway to plant and grow in the outdoor areas, so children can learn about the natural world, caring for and nurturing plants. Children benefit from healthy, nutritious and nourishing snacks and meals. Staff sit directly with children when they eat, supervising closely to make sure every child's dietary needs are catered for and clearly understood.

Leadership and governance: Expected standard

Leaders and staff are committed to providing high-quality care and education. Leaders have a clear and accurate understanding of the setting's strengths and priorities for improvement. They take decisive action to continue to address any areas for development. This includes that they understand the benefit of making group sizes more manageable and differentiating learning, including through the small-group activities. They have plans underway to develop this aspect of teaching further. Leaders do prioritise working as a team, with new staff receiving clear induction and ongoing support from team members. They regularly seek input from staff and aim to use feedback to refine and review practice and provision. Some aspects of communication with parents are still in the early stages of being embedded, with further strengthening required to establish consistent and regular opportunities for feedback so that any decisions are clear to support progress.

Leaders place a focus on professional development and staff's wellbeing. They provide regular supervision for all staff, and new staff receive clear induction, including being guided by mentors. This has generally helped staff to deliver and develop the curriculum consistently with leaders support. Some staff work across the company's other settings and are very familiar with procedures and practice, know the children well and are supported by the team. Staff appreciate the guidance and acknowledgement from leaders, valuing the development opportunities provided and the attention given to their wellbeing. As a result, staff are happy in their roles, which is evident in the warmth and care they show towards each other and the children.