Kido Greenwich

What is it like to attend this early years setting?

Children demonstrate that they feel safe and secure. Older children develop close friendships and independently play together, washing the baby dolls. Younger children explore the environment and happily seek comfort from staff, who help them settle. Children develop good social skills. They are confident and behave well.

Staff know their children well and have high expectations of them. They plan activities and resources that build on their previous learning and challenge them further. Children are familiar with the routine of the setting and are actively involved in it. This helps them learn about expectations and the importance of working together.

Children develop a good understanding of the community they live in, as well as the wider world. They have plenty of opportunities to play outside in the garden and to explore the local community. Staff use opportunities when children go on holiday and incorporate this in their planning. As such, children can share their experiences and build on what they already know.

Young children confidently explore play dough; they play peekaboo and enjoy listening to stories. Older children develop a good understanding of comparing sizes, using different tools to measure. They use mathematical language, such as 'long', 'longer' and 'short', to describe the different lengths of the flowers.

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

• The manager and leaders work well together to ensure that they have a clear vision for the setting. They discuss their successes and have an action plan in place to improve and develop further. The focus of the setting is for children to become resilient and independent learners.
• Staff's practice has significantly improved since the last inspection. Although staff access training to help improve their practice, further development of the evaluation and monitoring process is required to avoid minor inconsistencies in practice and teaching.
• Parents provide positive feedback about the improvements, especially regarding communication with their children's key persons. Parents are actively involved in, and are contributing their ideas regarding, the setting. They also support their children's learning at home. There are many resources available to them, such as a home library and information leaflets.
• Staff support children's communication and language development well. They ask open-ended questions to invite children to engage in meaningful conversations. Staff read stories to the children. Children also enjoy joining in with nursery rhymes.
• Leaders, supported by staff and the manager, have created a variety of opportunities for children to hear their home language. They can look at pictures from home while listening to stories or messages in their home language. This helps children to feel secure and has a positive impact on their understanding of diversity and the wider world.
• The manager and leaders have taken positive steps to improve the quality of the setting. They work together with staff to ensure that children have access to a suitable and enabling learning environment, which ignites children's curiosity. However, this needs to be developed further to ensure it continuously meets the learning needs of the children attending. For example, when it is late in the day, the learning environment is not always as engaging for the younger children.
• Children enjoy nutritious and balanced meals at the setting, and their independence is well supported. When children set up the tables for lunch, staff skilfully help children to reflect if they need anything else. Staff give children time to think and respond. This supports children's self-esteem. They proudly say that they still need to place the flowers and the cutlery.
• Leaders have put a lot of emphasis on building a strong staff team. They have put systems in place to celebrate staff's achievements and support their overall well-being. The positive impact can be seen, as staff are happy to be at work and have a positive attitude. They smile and readily engage with children in their play. This helps to promote children's positive attitudes towards learning.

What the setting must and should do next

The provider should:

• strengthen the processes of monitoring and evaluating staff practice to be able to identify how to support staff effectively in their professional development to achieve consistently high levels of practice and teaching across the setting
• continuously evaluate and review the learning environment to ensure it supports the intent of a broad and ambitious curriculum for all children attending the setting.