Kido Fulham

What is it like to attend this early years setting?

Children arriving early come together and have breakfast together. Children who arrive later start their day by selecting resources from a wide range available to them. Staff plan and creatively present activities to catch and maintain children's interests. Key persons get to know children well as they have time to get to know children and their families. They adapt settling-in times to meet each child's individual needs.

The curriculum is ambitious. Staff use children's interests to plan activities and clear next steps for children's learning. They tailor children's individual goals to the next stage of their development. Staff incorporate different aims for children into activities. All children enjoy activities, such as crafts or sensory play. Their behaviour is very good. Children play well together, taking turns and sharing with minimum support from staff. They form strong bonds with each other. Children happily talk about their friends and what they like to do when they play together.

Staff quickly identify children who require additional support and children with special educational needs and/or disabilities. They devise support plans with parental consent. Staff check that the required progress checks when children are aged between two and three years support healthcare professionals when they complete their development checks. This enables partnership working together.

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

• Staff complete baseline assessments of children's development when they are settled into nursery. They monitor children's progress to devise tailored individualised learning for all children. Staff upload weekly summaries of activities and photos onto an online application for parents to view. They share end-of-term assessments during face-to-face meetings with parents. Parents feel up to date and involved in their children's learning and development.
• Staff implement a curriculum that is sequenced for all children's learning. They support babies to form attachments, develop their physical skills and begin to use single words. Toddlers link words together and begin to understand turn-taking and sharing as staff act as role models. Pre-school children focus on preparing for the next stage in their learning, such as by confidently sharing how they can use scissors safely when they are sitting at a table and not walking around with them. However, staff do not use all opportunities to develop and extend children's mathematical skills.
• Staff meet children's emotional well-being effectively. New children are allocated a key person prior to them starting nursery. Parents have time with staff to share information on what their children like to do and their care needs. Children settle one by one to ensure that they form strong bonds with staff. Staff manage transitions between rooms well, such as making arrangements flexible and tailored to each child's individual needs. Children quickly settle and develop confidence as staff get to know them well.
• Children successfully learn to identify their own self-care needs. Staff show babies tissues and ask if they can wipe their noses. They ask toddlers if they need a tissue. Older children select their own tissues and wipe their noses. Pre-school children complete the task by putting their used tissue in the bin. This helps to develop their independence with self-care tasks.
• Staff support children who speak English as an additional language well. They incorporate key languages from home into routines to support children. However, on occasion, some staff do not promote consistency with the delivery of the curriculum for language and communication. They do not consistently support children to extend their vocabulary. For instance, staff do not consistently narrate or extend children's language during their play.
• Leaders are very aware of the needs of the local community. Parents have supported leaders to communicate messages of welcome and information about borrowing dual-language books. Children's coat pegs contain flags to highlight their heritage. Staff plan activities to enable children to experience a range of different events and celebrations by the families using the setting.
• Staff say how happy they are in their work. Robust induction procedures support staff to make the move into their role. Leaders use regular peer-on-peer observations, supervision sessions and team and room meetings to help develop staff's knowledge and practice. They have an open-door policy with staff, who feel able to ask for support or guidance if needed.

What the setting must and should do next

The provider should:

• make better use of opportunities to develop and extend children's mathematical skill
• deliver the curriculum for language and communication more consistently across the setting.