MEplace King's Cross

Inclusion: Strong standard

Leaders have established a highly inclusive culture, where inclusive practice is a notable feature of the setting. Leaders and staff swiftly identify any gaps in children's learning and quickly take steps to reduce these and meet children's individual needs. Staff have introduced a range of strategies to support children with their additional needs. For example, they have created a calm box and use visual aids to support children with transitions and managing their feelings.

The setting does not have any children in receipt of additional funding but leaders have their created own scholarship system in place to support children from disadvantaged backgrounds to access the setting and all of the extra activities they offer. For example, children delight in joining in with additional sport, drama and Spanish language sessions.

Leaders build positive partnerships with parents, carers and professionals. This promotes a collaborative approach to addressing gaps in children's learning. When staff identify gaps in children's communication skills, they implement effective strategies, such as small-group sessions and use of visual aids. This consistent effort helps ensure that all children can thrive and develop their communication skills effectively.

Curriculum and teaching: Strong standard

Leaders and staff have a strong understanding of their curriculum and tailor it to meet children's needs and abilities. The curriculum is well embedded, and staff effectively scaffold children's learning, knowing what they can do and what they need to do next. For example, children enjoy learning about people and communities. In the baby room they look at pictures of their own families as they explore different materials and textures. Older children begin to make self-portraits looking at similarities and differences between themselves and other.s.

Staff confidently explain both what they are doing and why they are doing it, with a clear understanding of what they want children to achieve. They effectively adapt activities to meet individual needs and reduce any barriers children may face in their learning. As a result, all children make secure progress from their starting points and are well prepared for the next stage in their learning.

Effective training for curriculum and teaching has had a positive impact on staff practice. Staff access a wide range of training through inset days and online bitesize sessions to further develop and enhance their understanding of how children learn. This is evident in staff teaching skills and their understanding of the curriculum.

Achievement: Strong standard

All children make excellent progress from their starting points and are well prepared for the next stage in their learning. Children are highly independent, effectively managing their own needs and expressing their ideas confidently. For example, young children learn to dress themselves before going outside, with staff providing lots of praise and encouragement to support them. Children happily join in with group activities and confidently express their views. For instance, during a group session where children are learning Spanish, children listen intently and demonstrate a fantastic understanding of what is expected of them as they discuss how to share resources and take turns.

Children with special educational needs and/or disabilities and those who face other barriers to their learning make rapid progress. For instance, children who were previously nonverbal or withdrawn now engage in interactions, use language and participate confidently in group activities.

Behaviour, attitudes and establishing routines: Expected standard

Staff build warm and trusting relationships with children and are highly responsive to their needs. Babies and young children seek out cuddles and reassurance when needed. For children with special educational needs and/or disabilities, staff are highly adaptive and demonstrate a strong understanding of how to meet individual needs.

Leaders and staff act as positive role models for behaviour, resulting in children who are kind, considerate, and able to take turns and share during group times. For example, young babies are supported to learn routines and enjoy taking part in tidy-up times. Older children confidently talk about the setting's golden rules and how these apply during activities. However, in the baby room, transitions are not always organised as effectively as possible, which can result in children waiting too long and becoming unsettled.

Staff manage challenging behaviour well and consistently use praise and encouragement to reinforce positive behaviour. They have introduced strategies to support children in understanding and regulating their emotions. For example, children are taught about the 'Zones of Regulation', and stories such as 'The Colour Monster' are used to help them talk about their feelings.

Leaders promote the importance of attendance and punctuality effectively. They work closely with families to establish consistent routines and address barriers, ensuring children attend regularly and engage fully in learning.

Children's welfare and wellbeing: Expected standard

Leaders provide a warm and welcoming environment where children demonstrate that they feel safe and secure. They confidently explore the high-quality resources and activities on offer, making independent choices in their play. Staff know the children well and adapt routines and support to meet their physical, emotional, and developmental needs. This is particularly evident for children with special educational needs and/or disabilities, who receive tailored and consistent support that reduces barriers to their wellbeing.

Children's and staff wellbeing is at the heart of the setting. Leaders value their team and provide a range of mindfulness experiences for staff, which are then cascaded to children through daily practice. As a result, children are supported to understand and manage their feelings and take part in a range of mindfulness activities. For example, babies explore sensory resources where they experience different textures, blow bubbles and windmills, and listen to calming sounds.

Leaders and staff support children's welfare and wellbeing through effective care practices that meet individual needs. Children benefit from healthy, well-balanced meals and have access to fresh drinking water throughout the day. However, mealtimes are not always planned as effectively as possible to consistently promote children's good manners and social skills.

Babies and young children are sensitively encouraged to sleep and rest when they need to, ensuring they wake refreshed and ready to engage in further learning and play.

Leadership and governance: Strong standard

Leaders are highly passionate about providing high-quality care and education for children. They consistently reflect on and analyse the setting's strengths and areas for development, enabling them to quickly identify improvements that will enhance outcomes for children.

They have high expectations of professionalism and provide a wide range of training and support for staff. For example, staff have recently completed training on oral health and all have access to an online training platform that offers tailored learning to further develop their teaching practice. Leaders also invest significant time in coaching and mentoring staff within rooms to improve the quality of teaching. They have identified a further need to develop training for staff working with children under 2.

Staff wellbeing is a key priority. A range of events and wellbeing-focused development days are provided to support staff in managing workload and maintaining a healthy work-life balance.

Leaders and staff know their families extremely well and consistently engage with parents, including those who are harder to reach, to ensure all children thrive in their development. For example, parents are kept informed about their child's learning through an online application and are invited to regular meetings and workshops to support learning at home. Leaders also work closely with external agencies and respond effectively to the setting's changing needs.