Kids World Nursery & Pre-School

Inclusion: Expected standard

When children first start attending, staff gather a wealth of information from parents about children's abilities. Coupled with their own professional assessments, staff accurately identify children's different starting points. They use this information to identify barriers to learning that may require additional support right from the outset.

Staff monitor children's progress and purposefully adapt their teaching to meet children's different needs and abilities. For instance, babies are encouraged to join 2 bricks together. During the same activity, older children categorise yellow and blue bricks, extending their problem-solving and critical thinking skills. This clear adaptation in teaching exemplifies the inclusive practices offered within this setting. In turn, everyone is well supported, including those with special educational needs and/or disabilities.

The setting supports a high number of children who speak English as an additional language. Staff work very closely with a range of professionals, including speech therapists and health visitors, to enhance their teaching and reduce barriers to learning. Leaders carefully consider the most effective way to invest funding, such as early years pupil premium, to have the greatest impact on disadvantaged children's development. For instance, recent procurement of sensory equipment has helped to narrow gaps in children's creative and expressive learning.

Curriculum and teaching: Expected standard

Leaders have designed a clear curriculum. They define key 'building blocks', which are the foundation skills staff teach first. Language, independence and social skills are central to all staff interactions. All other aspects of learning are woven around these building blocks. Staff understand the curriculum design and are committed to delivering it consistently. Typically, children make steady progress.

Overall, staff teach with clear purpose and intent. They plan activities with focused learning objectives. This helps them to deliver well-structured activities that are precisely aimed to narrow gaps in children's skills and knowledge. Staff refer to their planning throughout activities, ensuring they do not deviate from the clear intent. Planning successfully guides and supports learning well.

Staff explain what words mean and help children to develop a broad vocabulary. They introduce new words during play by labelling items. This strategy helps children to understand language and enables them to use new words in context. For instance, staff point to an aeroplane flying over the garden. They use descriptive words including 'sky', 'fly' and 'high' to extend children's developing vocabulary. The quality of teaching to support language is a notable strength.

The programme of learning is broad and balanced and, generally, children are supported across all aspects of their development. However, staff do not fully maximise opportunities to embed communication, language, reading and writing consistently across all areas of continuous provision. For example, there are limited planned opportunities for children to independently access mark-making resources and reading materials during outdoor play.

Achievement: Expected standard

Children make steady progress from their individual starting points, demonstrating a strong thirst for learning as they engage eagerly in activities that capture their interest and imagination. Children show high levels of enthusiasm. They participate confidently in shared experiences, take turns and contribute with increasing independence. Children use rich and increasingly detailed language to describe objects and experiences, strengthening their communication and conversational skills. They respond positively to humour and moments of excitement while maintaining focus and engagement, demonstrating developing self-regulation.

Children enjoy their play and learning, showing confidence in exploring their environment. Younger children develop their physical skills as they crawl, climb and pull themselves to standing, building coordination and confidence in their emerging mobility. Older children move with increasing control and agility, demonstrating strong spatial awareness as they navigate the environment and use equipment with speed and purpose.

Across the setting, children are happy, motivated and deeply engaged in their learning. They show resilience, sustaining attention and persisting with challenges. All children, including those who face barriers to their learning, continue to make good progress, developing the key skills needed for the next stage of their learning journey.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have established a consistent approach to behaviour management, with staff confidently implementing agreed strategies that promote positive behaviour and support children's engagement in learning. Typically, children behave well. When children experience minor disagreements, staff immediately intervene and help children to resolve their differences. They use eye contact, speak clearly and explain fair boundaries to help children negotiate and resolve differences amicably. Staff use games that require turn-taking to help children learn how to play cooperatively.

Staff use flash cards, coupled with verbal instructions, to explain to children about changes in routines. They consider children's different ages and stages of learning, and strategies like these enable all children to understand what is expected of them.

Staff are calm, respectful and affectionate towards children. Children respond well to this and, in turn, they are settled and happy. Leaders promote a positive culture of behaviour and attendance effectively. Children attend punctually and frequently, and this high attendance is accredited to children's enjoyment during their time spent here.

Children's welfare and wellbeing: Expected standard

Staff complete dynamic and in-the-moment risk assessments. For instance, during windy outdoor play, staff remove items that are at risk of blowing away. During water play, staff mop the floor regularly to reduce slip and trip hazards. This cautious approach helps to minimise risks in the environment and protect children from possible harm.

Routines are flexible to meet children's changing needs. For instance, if children become tired, they are quickly offered a quiet and calm place to rest. Menus include weaning and non-weaning options to ensure that all children's needs are fully accommodated. This flexibility and attention to individual needs mean all children are supported to flourish in their physical development, health and wellbeing.

Staff are considerate of children's wellbeing. For example, when children become wet during water play, staff immediately change children into dry and comfortable clothes. This helps to promote children's emotional wellbeing and personal welfare. Staff are kind and nurturing and, in turn, children are happy and show they feel safe.

Leaders have a good oversight of the daily practice. However, they do not review the policies frequently enough to ensure that procedures are consistently and effectively implemented by all staff. For instance, as new staff and children join the setting, risk assessment checklists do not include new areas of the setting now occupied by children. Staff are aware of how to implement safety checks to promote children's welfare, but the policy does not support this fully and would benefit from leaders' review.

Leadership and governance: Expected standard

Staff work well as a team. They communicate effectively, delegate tasks and share responsibilities. Workload is well managed because everyone is working together with the same goals and positive work ethic. Leaders facilitate and support staff's professional development. A mix of online training, staff meetings and one-to-one supervision meetings are used to raise staff confidence and extend skills.

Leaders have a broad understanding of what the setting does well. However, they do not include the views of parents, staff or children in their improvement plans. This means priorities to improve do not fully reflect the views of all those who access the service.

All mandatory documentation is in place and available. However, leaders do not ensure that records and documentation are stored in an organised manner. This occasionally hinders the smooth and effective day-to-day running of the setting. For instance, the manager does not publish clear staff rotas, so unexpected changes to staffing and ratios are sometimes more difficult to manage than necessary.