Kidspiration Childcare And Education Limited

Inclusion: Strong standard

Leaders place inclusion at the heart of their work. They identify needs early and use detailed observations to understand each child's starting points. Staff know children extremely well. They recognise the barriers to learning and wellbeing that children who have special educational needs and /or disabilities (SEND), those known to social care and those who have emerging emotional or behavioural needs. They act quickly and put focused plans in place, with small achievable steps that help children make significant progress.

Leaders maintain close partnerships with parents and value the information families share. They work closely with other professionals to ensure that assessments are accurate and coordinated. Very well embedded links with other professionals and agencies mean children with SEND receive swift support and access the right services. Leaders take the necessary steps at the earliest stage with care and persistence so children's needs are fully understood and met as well as possible.

Staff adapt provision sensitively so every child can take part. They use visual aids, gestures and modelling to support communication and understanding. Children feel included because staff adjust expectations to match their age and stage and provide reassurance when needed. Those with barriers to learning thrive in the care of staff who understand them deeply and remove obstacles that could limit their progress. All children feel valued and experience a strong sense of belonging.

Curriculum and teaching: Expected standard

Leaders have a clear vision for their inclusive curriculum and understand what they want children to learn. They design activities that link to children's interests and provide a balance of planned and free play experiences. Staff narrate and model during creative tasks which helps children hear new words and build language. They adapt resources so children can access learning at their level and stay engaged.

Teaching is warm and attentive. Staff read stories with enthusiasm and link them to children's home lives which builds interest and comprehension. They encourage children with praise and help them stay motivated. Staff understand children's abilities and use assessments to plan next steps.

Overall, staff support children to enjoy their learning and to make progress from their starting points. Leaders are committed to improving curriculum quality and have identified the training needed to strengthen practice. Teaching for the oldest children is not yet sequenced. The setting now keeps children who previously moved on at age three. While staff are confident with two-year-olds, they are less skilled in meeting the learning needs of the oldest children. This is particularly evident in the curriculum for literacy. For example, staff do not fully understand how to help children to build appropriate foundations to prepare them for learning to read and write when they move on to school. Some children are encouraged to write letters before they are ready for this stage of learning.

Achievement: Expected standard

All children make steady progress, often from low, and sometimes very low, starting points. Children with barriers to learning benefit from focused plans and small steps that help them to build confidence. They enjoy exploring the environment and take part in activities that interest them. Younger children develop early play skills and begin to interact positively with others. They build listening and attention skills, which prepare them well for later learning. Children show curiosity during play and take pride in small achievements, which help them develop a positive attitude towards learning.

Older children's learning is not yet sequenced in a way that helps them to build knowledge step-by-step. Some children who show an interest in letters, words and sounds need more support to develop the physical control needed for later writing.

Children enjoy taking on small responsibilities and show pride in their achievements. Overall, they build knowledge across the areas of learning and develop a broad range of skills, ready for their next stage of learning. They show growing independence and confidence as they explore the environment and make choices in their play.

Behaviour, attitudes and establishing routines: Expected standard

Children behave well and respond positively to the calm and caring approach of staff. They mirror the respectful language they hear and show kindness to their friends. Staff stay close to children who need extra support and use gentle redirection to help them move on without disruption.

Children show positive attitudes to learning and join in activities with interest. They feel secure because staff understand their cues and adapt expectations to match their age and stage. Staff teach the language of emotions which helps children name their feelings and begin to manage them. Children play alongside others, share resources and show growing confidence as they explore the environment. Children enjoy taking on small responsibilities, for example, when helping to tidy the room, and show pride in their achievements. They build friendships, develop early social skills and gain confidence as they move through the setting. They show curiosity, make choices in their play and demonstrate increasing independence.

Support for punctual attendance is not yet consistent for all families. For example, children often arrive late and leave early. This affects how well children settle and benefit from the full range of experiences on offer. Leaders promote the importance of regular attendance but have not considered how poor punctuality can limit children's access to learning and ability to settle in to positive routines.

Children's welfare and wellbeing: Strong standard

Children experience consistent, warm and nurturing care throughout the day. Staff know them extremely well and respond sensitively to their feelings. They are alert to children's prior experiences and how these may affect their wellbeing. They fully consider this when they plan care and interactions so that all children feel understood and secure. Staff listen intently to children and understand the signs that some children may need more support to manage their feelings or to feel settled. They offer a warm hug when needed and use calm voices and gentle guidance. Children form warm and trusting relationships with staff and show that they feel safe in the setting. They seek comfort when they need it and return to play with confidence. Children's wellbeing is prioritised in every interaction.

Children show growing independence as they move through the setting and staff think carefully about how to build these skills in everyday routines. For example, staff know many children bring packed lunches so they provide regular opportunities for children to learn how to use cutlery during activities and snack times. Staff work closely with parents to encourage healthy lunch choices and talk to children about the importance of a balanced diet. They teach children about dental health so they understand how to look after their teeth from an early age. Hygiene routines are well established and children learn habits that protect their health, such as washing their hands at key times.

Children learn how to keep themselves safe as they explore the environment. For example, staff teach them to be careful when they climb the caterpillar tunnel outside, showing them where to place their hands and feet and reminding them to check that the space is clear before they move.

Leadership and governance: Expected standard

Leaders are passionate and committed to providing the best for children. They act with integrity and create a culture where staff feel supported and children are at the centre of decision making. They scrutinise practice closely and identify areas for improvement quickly. They have a clear understanding of the quality of provision and make changes promptly so minor areas for improvement do not remain. They identify, for example, that children now stay at this setting longer, rather than moving on to a different provision at age 3, as they have done previously. Leaders acknowledge that staff's confidence is strongest with younger children and are aware of the need to extend their teaching skills to better meet the needs of older children.

Leaders maintain strong partnerships with parents and value the information families share. They know children and their circumstances well and coordinate work with other professionals and agencies particularly well. Staff receive regular supervision and training and feel valued and supported. Leaders manage workloads well. For example, they pay staff for hours outside opening times to give them time to reflect on their observations and to plan their teaching. They use additional funding to increase staff ratios to support children who have special educational needs and/or disabilities. This helps staff to feel valued and confident in their roles. Leaders promote regular attendance. They do not emphasise punctuality sufficiently, which means some children miss learning time and families are not supported as well as possible to develop positive habits for future expectations when children start school.