Kids R Us Trumpington Park

Inclusion: Expected standard

Leaders ensure staff have the time they need to regularly assess children's progress and levels of engagement. Through team discussions, they plan activities and set out resources that allow all children to engage at levels most suited to their age and stage of development. For example, children enjoy making 'ice cream' with coloured pom-poms and cardboard cones. Staff encourage some children to sort the balls by colour, while they challenge more able children to count a set number of pom-poms to create a 'scoop' of ice cream. As a result, children access the activity at a level suited to their stage in learning. This typically supports children's motivation and confidence to join in.

Staff generally give children who speak English as an additional language the support they need to build on their vocabularies and understanding of English, ready for school. Leaders have recently set out plans to provide additional support when children first attend the pre-school to enhance communication between staff and children. For example, leaders have recently bought some sound buttons for children and staff to access. They plan to ask parents to record important words and phrases needed during the day in the language children hear at home, further enhancing children's sense of belonging.

Leaders and staff work closely with parents and carers and other professionals who provide support for children with special educational needs and/or disabilities. This typically helps promote consistent approaches to children's individual care needs and teaching strategies that enable children to become fully involved in routines and activities in the pre-school.

Curriculum and teaching: Expected standard

Leaders promote a clear ethos to the curriculum they implement. There is a consistent emphasis on allowing children to build on what they know and understand by following their interests. This helps to trigger further exploration. Staff incorporate a book, letter and number of the week into activities and children's play. Children benefit from the time they have to repeat and consolidate what they know about the numerals and letters during different activities and throughout the week. Leaders bring in specialist professionals to help enhance the curriculum, such as a sports coach and a forest school teacher. Staff typically incorporate additional activities around sports and nature throughout the week to help ensure all children have access to the wide curriculum regardless of the days or sessions they attend. This aids children's sustained progress in their learning and development.

Staff value the importance of observation and assessment. They incorporate their detailed knowledge of their key children to help shape the weekly plans, which they share with the whole team. Staff share their assessments with parents during discussions and stay-and-play sessions, and through a secure communication app. However, information on how parents can continue supporting their children's learning at home is limited. For example, leaders do not consistently promote the availability and focused purpose of activity packs parents can borrow. As a result, not all children experience continuity in their learning between pre-school and home.

Staff generally provide focused teaching through the purposely positioned resources and planned activities. However, not all staff identify when and how to effectively encourage children to think critically during self-chosen play and during activities that help accelerate children's independent learning to the highest level.

Achievement: Expected standard

Children typically make identifiable progress from their starting points. This includes children with special educational needs and/or disabilities, or who face other barriers to their learning. By the time they leave for school, children generally demonstrate the skills and attitudes they need for the next stage in their education. When additional support is required, children experience a sensitive, well-planned transition to help them prepare for change.

Children usually learn how to recognise and manage their emotions and behaviours. They generally show kindness towards others and collaborate during group activities. For example, children wait to take their turn to select an item from a tin. They identify the object and link it to the sound of the letter they are focusing on. Children celebrate together when others successfully sound out short words, helping to demonstrate their respect and acknowledgement of others.

Children show delight in their play and learning. They find resources that interest them and return to favourite activities during the day. This typically helps them consolidate what they already know and understand. They practise skills to aid their dexterity and development and generally become articulate, confident individuals.

Behaviour, attitudes and establishing routines: Strong standard

Children behave very well for their age and stage of development. They respond positively to the instructions and requests staff give them and recall the simple rules leaders have put in place. As they grow, children begin to negotiate and resolve minor conflicts with their peers, such as working out how and when they need to share resources and take turns. When necessary, staff give gentle support to help children recognise and regulate their emotions. As a result, children thrive in the warm and friendly atmosphere.

Leaders carefully select resources and plan the pre-school layout to reflect the needs of each cohort of children. For example, they ensure quiet areas for sensory exploration are well stocked and available in both the indoor and outdoor spaces. These help ensure children know where to go when they feel overwhelmed or need a quiet, safe space to help regulate their emotions.

Staff help children prepare for changes in activities. Children quickly recognise and join in the daily routines. For example, they enthusiastically tidy up the resources before joining their group for story and rhyme time. From a young age, they adopt positive attitudes to healthy choices, such as physical exercise and washing their hands before they eat.

Staff are positive role models. The respect and kindness they demonstrate is reflected in children's behaviours. Children feel valued, enhancing their desire to attend their sessions. Leaders encourage parents to bring their children to their assigned sessions, helping cement positive attitudes towards prompt, regular attendance. This helps to set a positive routine in preparation for school.

Children's welfare and wellbeing: Expected standard

Leaders ensure communication systems are in place to help staff gather important information about children and their families when they first enrol in the pre-school or club. This helps staff swiftly identify any aspects of care they need to follow to help ensure children are kept safe and well. For example, staff are vigilant during food preparation and mealtimes, helping to ensure children's individual dietary requirements and allergies are consistently met. This helps to minimise the risk of children consuming food or ingredients that could cause them harm and promotes their health and wellbeing.

Meal and snack times are calm, social experiences. Staff effectively supervise children while they eat. They talk to children about the food they choose for snack or bring from home for lunch. Children typically begin to learn about different types of food and why their bodies need hydration and energy. This contributes to children's growing awareness of positive health choices.

Staff form clear partnerships with parents and carers. They talk to parents regularly, helping staff learn about any changes in children's circumstances that may affect their wellbeing at home or in the pre-school. Staff quickly build secure relationships with children. They typically identify when children need a little extra support or reassurance to help them navigate their emotions or take time out to rest. Consequently, children's wellbeing is generally well supported. Staff understand the needs of children who have special educational needs and/or disabilities. They predict times when children may become more unsettled, ensuring appropriate resources and support are in place to give reassurance and guidance.

Leadership and governance: Expected standard

Leaders set high expectations for staff performance, supported by robust recruitment procedures and a comprehensive induction period. This helps to ensure that staff are well prepared for their roles and responsibilities from the outset. Staff are provided with dedicated time to complete assessments of children's progress and welfare. This supports the accurate monitoring of children's development while helping to ensure that staff maintain a manageable and balanced workload. Leaders have a clear overview of how staff work together. This includes providing mentoring, coaching and training to help promote the high standards leaders strive for. For example, senior members of staff visit sister settings to gain ideas, share effective practice and reflect on the curriculum. Leaders have yet to fully enhance staff's professional development to strengthen their understanding of how they can most effectively support children's targeted learning during their self-chosen play. As a result, children's progress is not consistently optimised.

Leaders and staff build effective working relationships with staff in the host school and external professionals involved in supporting children. This helps staff identify who to signpost families to when needed and aids smooth transitions before children start school. Although leaders have established partnerships with parents and carers, including opportunities such as stay-and-play sessions, they have not ensured that communication with families is consistently effective. For example, staff do not routinely provide parents with detailed guidance on how to support their children's development at home. This limits opportunities for parents to build on children's learning beyond the setting.