Kelly & Kids

Kelly & Kids

Unique reference number (URN): EY540902 Address: 1 Porchester Close, Milton Keynes, MK3 6FF Type: Childcare on non-domestic premises Registered with Ofsted: 23/12/2016 Registers: EYR, CCR, VCR Registered person: Kelly & Kids Ltd

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Expected standard

Children make progress from their starting points. They are confident communicators who can express their ideas, needs and feelings clearly. However, at some times during the day, staff do not support children as effectively to develop their communication and language skills further. During group times, older children develop effective listening and speaking skills. Children with special educational needs and/or disabilities and children with barriers to their learning make expected progress.

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Achievement Expected standard

Children show that they are confident and happy in the environment. They are well prepared for the next stage in their learning. Children demonstrate the key skills needed for school readiness, including independence, confidence, positive attitudes to learning and the ability to manage their emotions and behaviour. Children understand and follow routines, take turns, build positive relationships and engage well in learning activities.

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Behaviour, attitudes and establishing routines Expected standard

Managers and staff have created a positive and nurturing environment with clear and consistent expectations for children's behaviour. Staff model calm and respectful interactions. They support children to understand boundaries and routines, which helps children to feel safe and secure. As a result, children behave well and show positive attitudes to learning. If there are conflicts, staff support children to use strategies to manage these. For example, when children struggle to share, staff introduce timers to help children understand when it will be their turn.

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Behaviour, attitudes and establishing routines Expected standard

Relationships between staff and children are warm, trusting and respectful. Staff know children extremely well and respond sensitively to their individual needs, providing reassurance, encouragement and effective support. Children feel confident to approach staff when they need reassurance, comfort or support.

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Behaviour, attitudes and establishing routines Expected standard

Managers work effectively with parents and carers to ensure that children have good attendance and punctuality. Overall, children attend regularly and benefit from consistent routines that support their learning and wellbeing.

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Children's welfare and wellbeing Expected standard

Typically, care practice within the setting meets children's needs. The key-person approach is well established, ensuring that children form secure attachments with familiar adults who know them well. Trusting relationships support children's emotional security and help them to feel safe, confident and settled within the setting. Staff gather information from parents and carers when children first start to find out about children's routines at home. They follow these routines at the setting to support children to settle and meet their individual needs. For example, staff follow younger children's sleep routines, which ensures consistency for children. Overall, staff deploy themselves effectively. However, at times, staff do not recognise when children need additional support during some activities, which does not fully enable them to consistently meet their needs.

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Children's welfare and wellbeing Expected standard

Children are well supported to develop an understanding of their physical development, personal safety, health and wellbeing. Staff promote healthy lifestyles through daily routines and activities. For example, children show delight as they explore real vegetables in the home corners. Staff ask questions to encourage children to use their senses and make them think about the similarities and differences between the vegetables. They use conversations and planned activities to help children to understand the importance of hygiene, nutrition and physical activity. Additionally, staff support children to understand how to keep themselves safe, such as when they are using technology, and how to stay safe online.

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Children's welfare and wellbeing Expected standard

Children receive effective support to recognise, express and manage their emotions. Staff model emotional language and provide calm and sensitive support to help children regulate their behaviour. This is particularly effective for children who require additional emotional support, enabling them to build confidence, resilience and positive relationships.

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Curriculum and teaching Expected standard

Leaders and managers have worked effectively to design and implement a broad and balanced curriculum that meets all areas of learning and development. Recent training has strengthened staff's confidence and understanding of how to plan activities that meet children's individual needs. This ensures that the curriculum is delivered effectively.

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Curriculum and teaching Expected standard

Overall, support for children's communication and language is a particular strength. From a young age, children develop a love of books and storytelling. Staff sing songs and rhymes, which children happily join in with. During activities, staff introduce children to new language and words. For example, as children manipulate dough, staff use words such as 'squish' and 'squash', which children then use independently. Staff use visual aids and adapt their language and interactions to support children with special educational needs and/or disabilities and for children who speak English as an additional language. However, at times, not all staff are confident with how to interact with children to support their learning. For instance, they do not interact effectively with children as they play to build on their communication and language skills.

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Curriculum and teaching Expected standard

Throughout the day, staff provide children with time in the carefully planned outdoor area. Children show pride as they receive praise for balancing on blocks. Younger children develop new skills as they ride bicycles and scooters. Staff are good role models and encourage children to share and take turns. Children understand what is expected of them and behave well.

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Curriculum and teaching Expected standard

Staff embed children's mathematical development naturally within children's play. For example, they ask children to scoop three spoonfuls of flour, count with children as they do this and use language such as 'adding one more'.

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Inclusion Expected standard

Managers and staff have an effective understanding of each child's individual needs. They consistently adapt their language, interactions and approaches to meet children's needs. Staff take effective action to reduce barriers to learning through adaptations, adjustments and inclusive practice. This includes regular observations and assessments to ensure that children receive the targeted support they need to progress. Staff share their expertise and training, supporting other staff to create and provide an inclusive environment.

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Inclusion Expected standard

Staff work effectively with parents and carers and other agencies to support children with special educational needs and/or disabilities and other barriers to their learning. When planning activities and purchasing resources and equipment, staff evaluate the needs of the children. For example, they are aware that not all children have access to outdoor spaces. Staff ensure that children have regular access to the garden, which is designed to provide different experiences for children and to support their physical development.

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Inclusion Expected standard

Staff learn key words in children's home languages to support children who speak English as an additional language. They use these, along with pictures of the routine, to support children to understand what is happening now and next. Staff adjust their language to support children's vocabulary by using one word then extending to 2. These strategies help children to build their vocabulary and confidence over time.

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Leadership and governance Expected standard

Since the previous inspection, managers have made the necessary improvements to the setting and have supported staff effectively during this time. As a result, the setting now offers an ambitious curriculum that is implemented effectively across all areas of learning. Managers have a secure understanding of the setting's strengths and areas for further development.

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Leadership and governance Expected standard

Overall, managers have a clear understanding of the needs of the children, their families and the staff team. Regular one-to-one meetings with staff help to identify further training. For example, staff have all recently completed training on the curriculum and how to implement this. This has ensured that the planning and implementation of activities are effective in meeting children's needs and supports them to move to the next stage in their learning.

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Leadership and governance Expected standard

Staff report that they are happy and feel well supported in their roles. They have access to relevant training that supports their professional development and the needs of the children. Managers and staff know and understand children's individual needs, including children with special educational needs and/or disabilities and children with English as an additional language. Effective partnership working ensures that children are provided with consistency and the support they need to make continuous progress.

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Leadership and governance Expected standard

Overall, managers have effective oversight of staff practice. However, at times, staff are not deployed effectively to ensure that children are supervised and supported well during all activities. In addition, managers have not ensured that interactions with children are consistent to develop their communication skills further.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Leaders and managers have made significant improvements since the previous inspection. They have completed a review of the curriculum and how this is implemented. All staff have completed training to better understand how to plan effectively to meet children's learning needs. Information gathered when children first start informs staff's planning to meet children's individual needs. This means all children make effective progress from their starting points.

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Inspector:

Nicky Butler As children arrive, they separate easily from parents and carers as they are greeted by friendly staff. Children are happy and excited for their day. They show they feel safe and secure. Staff provide activities that excite and engage children, and encourage them to take control of their learning. For example, children choose to take part in making dough. They engage well with their peers and staff as they show delight in measuring ingredients. As a result, children are confident and independent learners, who are well supported by staff.

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Inspector:

Staff know children well. They consider children's different starting points and their experiences to help plan for the next stage in their learning and development. Staff use their knowledge of children to reduce barriers to their learning and/or wellbeing. This includes through partnership working and adaptation of activities. This means children with special educational needs and/or disabilities and children who speak English as an additional language make the progress which they are capable of. As a result, all children have positive relationships with staff and their peers. For example, older children work together to decide on the game they would like to play and how they can extend this. They patiently wait for their turn and enjoy the praise they receive from staff.

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Inspector:

Leaders promote the importance of regular attendance. They provide support to help families establish positive routines so that children benefit from consistency and learning opportunities.

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Next steps

Leaders should strengthen staff's interactions even further to enhance the quality of interactions to consistently extend children's learning. Leaders should review and assess activities to ensure that staff are deployed effectively to consistently meet the needs of children.

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About this inspection

The inspector spoke with leaders, staff and the special educational needs and/or disabilities coordinator during the inspection.

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About this inspection

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Address:

1 Porchester Close Milton Keynes MK3 6FF

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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