Kids Adventures Salford

Inclusion: Strong standard

Leaders identify the needs of children quickly and accurately. They gather a wide range of information to help them specifically understand each individual child's context. For example, leaders talk to parents to understand their child's cultural background, family circumstances and current levels of development. Leaders put in place targeted plans to support children to achieve and thrive. For example, leaders create plans for children with special educational needs and/or disabilities (SEND) that set specific goals and clear strategies to build their knowledge and skills. This means that staff understand how to best support each child. Staff consistently support children with SEND to make secure progress in their learning. Leaders consistently track and monitor the progress of children with SEND. They review and modify plans to ensure that children with SEND continue to make steady progress towards their goals.

Leaders effectively assess the wider patterns of need and barriers to children's learning. They use this information to effectively use funding for disadvantaged children to promote children's learning and wellbeing. For example, leaders understand that some children have limited access to a garden, so they prioritise children's physical development through purchasing outdoor climbing equipment and dance sessions. Leaders and staff consistently support children who speak English as an additional language to make significant progress in their communication and language development. Staff take time to learn children's first languages to support them to feel safe and secure at the setting. They use songs and music from children's cultures to create a sense of familiarity. Staff model and use English alongside children's first languages to support them to make connections and build their understanding.

Curriculum and teaching: Strong standard

Leaders have a clear understanding of the curriculum and what they want children to learn. They work closely with parents and carers to understand what children know and can do and build the curriculum based on children's individual needs and stages of development. Staff ensure that children are immersed in language. Staff immerse children in rich language experiences, intentionally weaving vocabulary into sensory play. For example, staff use mathematical language such as 'high', 'more', 'full' and 'heavy' when scooping lentils and kinetic sand. Staff also provide targeted support for children who speak English as an additional language, enabling them to make significant progress in their communication and language. Children move on to school with the knowledge and skills they need to continue achieving.

Staff consistently support children's personal social and emotional development through caring and nurturing relationships. Staff understand the significance of this in supporting all other areas of learning. Leaders and staff provide a variety of opportunities to expand children's knowledge and understanding of the world. For example, staff and children grow plants and flowers in the garden and learn how to take care of them. Staff provide activities that enable children to participate at their own level. For example, staff provide a craft activity for making rockets, where some children focus on the process of spreading glue on tinfoil while others create their own rockets and use this in imaginative play.

Achievement: Strong standard

Children make secure progress from their starting points, especially children with special educational needs and/or disabilities (SEND) and children who speak English as an additional language (EAL). Children show high levels of confidence which are grounded in the secure relationships they build with their key people. Children, including children with EAL, rapidly develop language and use this to engage well with their peers and staff. They achieve consistently well across the curriculum and are confident to express their ideas, thoughts and feelings. For example, children negotiate taking turns with resources and play well together.

Children gain a wide understanding of the world through the variety of activities that are available. They explore sensory activities that extend their knowledge of maths and scientific concepts, such as exploring ice melting or comparing weight. Children with SEND make secure progress in their personal, social and emotional development and in their communication and language. They gain skills in communicating their needs and playing with and alongside others. This means that all children, including children with SEND and EAL, are confident and very well prepared for their next stage in learning.

Behaviour, attitudes and establishing routines: Strong standard

Leaders and staff create a calm and respectful culture to enable all children to grow and learn. Staff consistently support children to understand their feelings and express these in appropriate ways. They support children's positive behaviour by looking at their underlying needs and providing activities that meet individual needs. For example, staff provide children with lots of opportunities to play and learn in the outdoors. They support children's urges to move and be physically active to support them to develop self-regulation skills.

Staff adapt routines to meet children's individual needs, particularly for children with special educational needs and/or disabilities (SEND). Staff provide individualised support for children where needed. This means that children are settled and have positive attitudes to learning. Staff show kindness, care and respect to children. This enables children to build warm and trusting relationships and increasingly manage their own behaviour.

Leaders and staff consistently identify barriers to learning. They promote attendance for children, particularly those who are disadvantaged, children with SEND or those who speak English as an additional language. Children continue to attend outside of term time, which provides consistency and supports successful transitions to school. Leaders identified a weakness in staff deployment during transitions within the setting. Leaders and staff have thus put in extra measures to ensure that staff deployment is consistent during these times, to promote children's safety.

Children's welfare and wellbeing: Strong standard

Leaders consistently ensure that children's welfare and wellbeing are prioritised. They work with parents and carers and the wider community to understand the local needs. Leaders and staff are highly responsive to the needs of children and their family contexts. They provide opportunities for children to learn about being and staying healthy. For example, staff support children to look after their teeth through daily toothbrushing, stay active through dance sessions and support wellbeing through yoga practice. Leaders and staff embed life-long practices that support healthy habits, including providing a healthy menu and a focus on being active.

Leaders and staff create a warm and safe place for children to play and learn. Staff ensure that children who are disadvantaged, those with special educational needs and/or disabilities and those who speak English as an additional language are supported to build secure attachments. Staff consistently support children's emotional wellbeing and sense of belonging through well-structured routines and by using their first languages. Staff are attuned to children's needs. They adapt their approach to ensure that each child receives the support and care that they need. For example, during circle time, staff recognise when children's engagement reduces and offer alternative learning opportunities.

Leadership and governance: Strong standard

Leaders demonstrate confident, reflective leadership and have a clear understanding of the setting's strengths and priorities for improvement. They are responsive to the changing needs of the setting. Leaders adapt the provision to ensure that they continue to meet the needs of the community and the children attending. They address the disadvantages that children may experience and build the provision around these. Leaders ensure that the targeted support and provision means that children leave the setting achieving and thriving.

Leaders demonstrate consistently high standards and expectations. They lead by example and provide ongoing support and guidance to the team. Leaders consistently reflect on their practice and identify areas for improvement. They quickly embed actions to ensure children experience a safe learning environment. Leaders mentor and coach the team to continue to drive high-quality practice. They support staff wellbeing through induction processes and ongoing support and guidance. Staff access professional learning that supports and builds their knowledge and skills. They implement new learning into practice to make a positive difference to children's learning and play. For example, staff continue to take part in professional learning to support and extend children's communication and language skills, as this is a high-priority area. This is having an ongoing positive impact for children with English as an additional language, who continue to strengthen their language and communication skills.

Leaders consistently engage in thoughtful and positive ways with parents and carers. They provide ongoing support and guidance to ensure that children receive the best start in education. Leaders encourage and celebrate parents' positive engagement in their child's learning through promoting activities at home. For example, leaders promote the importance of being healthy through 'walk to work week', and parents take photos and share these with the setting. Staff and children look at the photos together. This creates a positive learning environment where children are proud to talk about their learning and families.