Kids in Motion

Inclusion: Expected standard

Leaders promote an inclusive environment where children's individual needs are understood and valued. Comprehensive information is gathered from families during the settling-in process, including children's home routines, interests and cultural backgrounds. Staff find ways to develop familiarity for children who speak English as an additional language. Staff take time to learn words and phrases of languages spoken in the home. This helps to support children to foster a sense of belonging. Parents of children who speak English as an additional language report positive communication and good progress in their children's confidence and speech.

Leaders demonstrate secure knowledge of inclusive strategies and work collaboratively with parents and external professionals when needed. They ensure that children with special educational needs and/or disabilities are referred to relevant external services. This enables all children to receive the support they need to make the progress they are capable of. Additional funding is used effectively, ensuring support is well targeted and that resources and experiences benefit individual children. For example, funds have been used to increase opportunities for physical activity and to provide special outings, offering children experiences they may not get elsewhere.

Curriculum and teaching: Expected standard

Leaders have designed a curriculum that prioritises physical development and considers the needs of individual children. Babies develop their physical skills well, for example when staff provide activities that involve stirring and grabbing objects from the water tray. Older children enjoy energetic play, as they use ride-on toys and negotiate space with others in the setting's garden. In addition, all children benefit from a variety of sport sessions led by external teachers. These experiences support children to strengthen their physical and coordination skills.

Staff know children well and identify any emerging needs and next steps through ongoing observations. Additional funding is used effectively to support children's individual needs. For example, they are currently providing further sport sessions and have purchased additional sensory toys to enhance the provision and support children's self-regulation skills. Staff foster children's personal, social and emotional development by encouraging turn-taking, sharing and expressing feelings during group activities. This helps children to increase their confidence and to build positive relationships with their peers.

Staff support children's communication and language development through storytelling, modelling vocabulary and using descriptive language. For example, as babies explore lemons and oranges, staff introduce words such as 'sour' and 'juicy', helping children to make connections between words and experiences. When children mispronounce words, staff model the correct pronunciation. However, children's interests are not always successfully sustained during story times in the toddler room. This is because staff do not always use a range of strategies to help children to actively engage with the story or consider the physical environment well enough to limit distractions.

Staff adapt activities to ensure that all children can access the curriculum successfully. For example, they use visual prompts and sensory resources to suit individual needs. Staff also provide one-to-one support when required and work with parents and external professionals to implement strategies that help children engage fully.

Staff encourage children to count objects, compare sizes and shapes during play, and explore concepts such as 'more' or 'less' when filling containers with water. These experiences help children to develop early numeracy and problem-solving skills.

Achievement: Expected standard

All children make progress from their starting points. They make good progress in their language development, including children who are bilingual or who speak English as an additional language. Babies develop early communication skills and confidence through close interactions and sensory experiences. Older children communicate confidently and show active listening skills. However, younger children do not always remain fully engaged during these times and can miss opportunities to participate and benefit from the learning.

Children develop independence and the skills needed for their next stage of learning, including school readiness, through activities and routines that promote cooperation, self-care and confidence. Children are developing secure social and emotional skills. They can follow instructions and remind one another of the rules. For example, they point out how 'good friends behave' by sharing resources or why they need to wear an apron while playing with water.

Behaviour, attitudes and establishing routines: Expected standard

Children behave well and generally show positive attitudes to learning. They are engaged, curious and motivated to take part in most activities, although some group activities do not always capture every child's attention for the full session. Predictable daily structures and transitions between activities help children feel secure and understand expectations. Children know routines well and respond positively to praise, reminders and hand signals. Staff explain expectations calmly and reinforce safety and behaviour rules during play. Children point at the 'Golden Rules' on display to remind each other how to behave.

Relationships are warm and respectful, and children approach adults confidently for support. Children collaborate during imaginative play and demonstrate growing independence in managing their behaviour. Children learn about the importance of recycling food packaging, and staff teach them about its positive impact on the environment. They actively use the available recycling bins and can identify which bins to use. This enables all children to care for the environment and to recall what they have been taught.

Leaders and staff promote attendance effectively. This supports children to build good habits for the future. Leaders and staff monitor attendance daily and promptly follow up absences with phone calls to ensure children's safety.

Children's welfare and wellbeing: Expected standard

Staff greet children in the morning with smiles and comfort them should they become upset. Children form strong relationships with familiar adults. Strategies such as emotion zones and small-group activities support self-regulation. Children show they feel secure, and they understand and learn to manage their emotions well.

Staff provide effective care routines tailored to children's individual needs. Babies' sleeping, feeding and hygiene routines are managed safely and consistently. Older children develop independence by washing their hands, getting dressed independently, and pouring their own drinks. These routines help children build confidence and self-care skills.

Staff make sure that children access the setting's garden daily and teach them that being active is part of a healthy lifestyle. Leaders work with nutritionists to provide a healthy and balanced diet for children. They thoroughly enjoy fruits and vegetables for snacks and freshly prepared meals. Children learn to keep safe as staff consistently remind them of safety rules during play, such as using tools appropriately and negotiating space carefully when riding tricycles in the garden.

Leadership and governance: Expected standard

Leaders demonstrate understanding of the setting's strengths and areas for development. Since the last inspection, they have worked effectively to review practice and secure improvements that have had a positive impact on outcomes for children. Leaders welcome regular support from the early years local authority advisor, which has helped embed the required changes. Staff feel their wellbeing is well considered and their workload is manageable. They report that leaders are approachable and supportive and that they work well together, feeling part of 'a little family'. They receive regular supervision sessions, and leaders set targets to enhance staff knowledge and improve practice.

Leaders and staff build close, trusting relationships with families. Staff share information through daily handovers, photos and observations, and through an online platform. Parents comment positively about how staff meet their children's needs.