Kido Imperial Wharf

Inclusion: Strong standard

Leaders with responsibility for inclusion are deeply passionate about creating an environment where all children achieve, belong and thrive. This clear vision is embedded across the setting. For instance, leaders recognise the importance of addressing emerging needs in the earliest years of children's lives. They design and deliver specific interventions, such as taking children to the local soft-play centre and delivering speech and language interventions for children who needed additional support. As a direct result of their timely actions, children with barriers make remarkable levels of progress throughout their time at the setting.

Leaders strategically allocate additional funding to make sure that children receive a high-quality experience that supports their needs. By working collaboratively with parents and carers, staff are able to deliver meaningful learning opportunities that have a tangible impact. Leaders rigorously track the outcome of interventions to reflect the effectiveness of their spending.

Staff participate in regular training delivered by leaders and the local authority. They use these opportunities to learn strategies that they can implement to aid children who experience different barriers to learning, such as children with special educational needs and/or disabilities and disadvantaged children. Consequently, staff are well equipped to provide meaningful targeted support, with parents reporting a positive impact on their child's learning over time.

Curriculum and teaching: Expected standard

Leaders have a secure understanding of the curriculum and hold clear expectations of what they want children to achieve. On the whole, the curriculum is delivered effectively by staff. However, on occasion, staff do not adapt their teaching style in response to children's engagement. Staff also do not use lived experience to develop children's knowledge, such as when their is a new sibling arriving in the family. During these times, teaching is not impactful on extending children's learning.

Leaders focus heavily on children's communication, physical and personal, social and emotional development to support children in developing an understanding of the world around them. Younger children are supported to acquire language, while staff narrate on the marks they make as they paint their artwork. Older children learn language, such as 'squeeze' and 'sticky', as they experiment with the ingredients they need to put into a bowl to stop their play dough from being sticky.

Staff generally plan children's learning around their interests and learning styles. For example, children with special educational needs and/or disabilities, who seek sensory experience, delight in opportunities to explore the environment around them using their senses. Staff ensure that there are resources available which allow children to explore all of their senses. These activities allow children to practice developing their finger muscles and expand on their vocabulary as they describe the sensations they are experiencing.

Staff provide hands-on, investigative activities which allow children to strengthen their muscles. For example, children use a pestle and mortar to crush herbs. They are encouraged to explore their senses as they smell the herbs and fold it into play dough. As a result, children acquire skills that help them at other parts of the day, such as when they cut their banana at snack time.

Achievement: Expected standard

Children, including those who face barriers, make progress across all areas of learning and development. They are confident communicators, and older children are able to assert their views, which are celebrated by staff. Children with special educational needs and/or disabilities benefit from well-targeted support, focused on developing the skills and knowledge needed for their next stages of learning. Parents and carers comment positively on their children's achievement over time at the setting.

On the whole, children are emotionally well-prepared for transitioning in to the nursery and between rooms. They demonstrate a sense of security and resilience during their time at the setting. Secure relationships with staff helps children feel validated and settled. As a result, children become emotionally confident learners.

Older children are taught about what it means to be responsible as they play in the garden alongside younger children, where they guide younger children to follow the rules and encourage them to follow routines. As a result, children learn positive behaviours from each other and develop a sense of mutual respect.

Behaviour, attitudes and establishing routines: Strong standard

The skilled staff team build warm bonds with children. They expertly use the knowledge that they have learned about each child to support them in a way that is meaningful for them. For example, they adapt their approach to support children who have barriers to understanding what is expected of them. Staff are gentle and demonstrate a sense of joy for working with all children.

Children consistently display extremely positive attitudes to learning throughout their time at the setting. Staff have established clear, consistent boundaries for children to follow, which has led to the development of a harmonious environment. Consequently, children develop a deep understanding of kindness, respect and empathy towards their friends.

Children's transitions are tailored to align with their routine. In preparation for the transition to their new room or for their start at the setting, children complete regular visits to their new room and get to know the staff who will be supporting them. The processes that leaders have put in place means that staff have an in-depth knowledge of children's care needs. Consequently, the impact of transitions on children's behaviour and emotional wellbeing is greatly minimised.

Leaders understand the importance of encouraging families to attend the setting regularly. Leaders are aware of families who may experience barriers to their attendance. Leaders make adaptations for these families, keeping in regular contact with them, to ensure that all children are able to attend the setting regularly and on time.

Children's welfare and wellbeing: Strong standard

Leaders have established a culture that centres around the welfare and wellbeing of every child. Together with staff, they strive to create an environment where all children feel safe, settled and content. Staff skilfully teach the children about their emotions, using the book, 'The Colour Monster'. Through this, children develop an increasing understanding that it is normal to experience a range of feelings and they begin to recognise the changes in their facial expressions as they express different emotions.

Mealtimes are a social occasion. Children are encouraged to spread butter on their own crackers and cut their own fruit with the support of adults. Children learn about the health benefits of the food that they are eating. Children are able to manage their health and hygiene routines from a young age. Younger children are taught to use a mirror to wipe their noses and they know they have to wash their hands straight after to avoid getting germs. These practices support children in growing life-long healthy habits.

Leaders and staff understand children, their families and the local community well. They respond sensitively and swiftly to emerging needs, reducing any barriers to wellbeing and development. Sleep routines and mealtime routines ensure that children remain safe throughout the day. A member of staff remains with the children as they eat and sleep to ensure they are safe.

Leadership and governance: Strong standard

The setting is driven by leaders who show an unwavering level of commitment to providing children with the best early years experience possible. They take the time to thoroughly understand the context of their setting and the local area to specifically meet the needs of the community. For example, leaders gather comprehensive information on the local services available to support families who are experiencing hardship or challenges. Consequently, families feel fully supported that staff are meeting their children's needs, instilling a sense of confidence in the leadership team.

Leaders are highly reflective, proactively using opportunities, such as staff supervisions and team meetings, to support staff in upskilling their knowledge. For example, leaders dedicated recent team meetings to strengthening staff's knowledge of behaviour-support techniques. Staff report that these training opportunities have a positive impact on their practice. Leaders place high emphasis on staff wellbeing and recognise that staff cannot support the needs of children if their own needs are not met first. Leaders have implemented wellbeing baskets, developed an open culture for staff to discuss challenges and adapted training opportunities, such as having vocalised training for staff who become overwhelmed with reading information. Staff share that they can approach leaders with any concerns and know that they will be addressed promptly and fairly. This results in children benefitting from a dedicated team of staff who are passionate about their roles.

Parents and carers provide overwhelmingly positive feedback about their child's experience at the setting. They are grateful for the welcoming and inclusive approach of staff, particularly as their children are going through times of change. Parents recognise that leaders and staff care about the whole family, not just the child attending the setting and feel able to share their concerns with them. Through this collaborative approach, children are very well prepared for the next stage in their learning.