Kids in Motion

Kids in Motion

Unique reference number (URN): 2693788 Address: 113, Hertford Road, London, N9 7EE Type: Childcare on non-domestic premises Registered with Ofsted: 24/08/2022 Registers: EYR Registered person: Kids in Motion 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

All children make progress from their starting points. They make good progress in their language development, including children who are bilingual or who speak English as an additional language. Babies develop early communication skills and confidence through close interactions and sensory experiences. Older children communicate confidently and show active listening skills. However, younger children do not always remain fully engaged during these times and can miss opportunities to participate and benefit from the learning.

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Achievement Expected standard

Children develop independence and the skills needed for their next stage of learning, including school readiness, through activities and routines that promote cooperation, self- care and confidence. Children are developing secure social and emotional skills. They can follow instructions and remind one another of the rules. For example, they point out how 'good friends behave' by sharing resources or why they need to wear an apron while playing with water.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well and generally show positive attitudes to learning. They are engaged, curious and motivated to take part in most activities, although some group activities do not always capture every child's attention for the full session. Predictable daily structures and transitions between activities help children feel secure and understand expectations. Children know routines well and respond positively to praise, reminders and hand signals. Staff explain expectations calmly and reinforce safety and behaviour rules during play. Children point at the 'Golden Rules' on display to remind each other how to behave.

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Behaviour, attitudes and establishing routines Expected standard

Relationships are warm and respectful, and children approach adults confidently for support. Children collaborate during imaginative play and demonstrate growing independence in managing their behaviour. Children learn about the importance of recycling food packaging, and staff teach them about its positive impact on the environment. They actively use the available recycling bins and can identify which bins to use. This enables all children to care for the environment and to recall what they have been taught.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff promote attendance effectively. This supports children to build good habits for the future. Leaders and staff monitor attendance daily and promptly follow up absences with phone calls to ensure children's safety.

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Children's welfare and wellbeing Expected standard

Staff greet children in the morning with smiles and comfort them should they become upset. Children form strong relationships with familiar adults. Strategies such as emotion zones and small-group activities support self-regulation. Children show they feel secure, and they understand and learn to manage their emotions well. Staff provide effective care routines tailored to children's individual needs. Babies' sleeping, feeding and hygiene routines are managed safely and consistently. Older children develop independence by washing their hands, getting dressed independently, and pouring their own drinks. These routines help children build confidence and self-care skills.

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Children's welfare and wellbeing Expected standard

Staff make sure that children access the setting's garden daily and teach them that being active is part of a healthy lifestyle. Leaders work with nutritionists to provide a healthy and balanced diet for children. They thoroughly enjoy fruits and vegetables for snacks and freshly prepared meals. Children learn to keep safe as staff consistently remind them of safety rules during play, such as using tools appropriately and negotiating space carefully when riding tricycles in the garden.

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Curriculum and teaching Expected standard

Leaders have designed a curriculum that prioritises physical development and considers the needs of individual children. Babies develop their physical skills well, for example when staff provide activities that involve stirring and grabbing objects from the water tray. Older children enjoy energetic play, as they use ride-on toys and negotiate space with others in the setting's garden. In addition, all children benefit from a variety of sport sessions led by external teachers. These experiences support children to strengthen their physical and coordination skills.

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Curriculum and teaching Expected standard

Staff know children well and identify any emerging needs and next steps through ongoing observations. Additional funding is used effectively to support children's individual needs. For example, they are currently providing further sport sessions and have purchased additional sensory toys to enhance the provision and support children's self-regulation skills. Staff foster children's personal, social and emotional development by encouraging turn- taking, sharing and expressing feelings during group activities. This helps children to increase their confidence and to build positive relationships with their peers.

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Curriculum and teaching Expected standard

Staff support children's communication and language development through storytelling, modelling vocabulary and using descriptive language. For example, as babies explore lemons and oranges, staff introduce words such as 'sour' and 'juicy', helping children to make connections between words and experiences. When children mispronounce words, staff model the correct pronunciation. However, children's interests are not always successfully sustained during story times in the toddler room. This is because staff do not always use a range of strategies to help children to actively engage with the story or consider the physical environment well enough to limit distractions.

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Curriculum and teaching Expected standard

Staff adapt activities to ensure that all children can access the curriculum successfully. For example, they use visual prompts and sensory resources to suit individual needs. Staff also provide one-to-one support when required and work with parents and external professionals to implement strategies that help children engage fully.

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Curriculum and teaching Expected standard

Staff encourage children to count objects, compare sizes and shapes during play, and explore concepts such as 'more' or 'less' when filling containers with water. These experiences help children to develop early numeracy and problem-solving skills.

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Inclusion Expected standard

Leaders promote an inclusive environment where children's individual needs are understood and valued. Comprehensive information is gathered from families during the settling-in process, including children's home routines, interests and cultural backgrounds. Staff find ways to develop familiarity for children who speak English as an additional language. Staff take time to learn words and phrases of languages spoken in the home. This helps to support children to foster a sense of belonging. Parents of children who speak English as an additional language report positive communication and good progress in their children's confidence and speech.

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Inclusion Expected standard

Leaders demonstrate secure knowledge of inclusive strategies and work collaboratively with parents and external professionals when needed. They ensure that children with special educational needs and/or disabilities are referred to relevant external services. This enables all children to receive the support they need to make the progress they are capable of. Additional funding is used effectively, ensuring support is well targeted and that resources and experiences benefit individual children. For example, funds have been used to increase opportunities for physical activity and to provide special outings, offering children experiences they may not get elsewhere.

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Leadership and governance Expected standard

Leaders demonstrate understanding of the setting's strengths and areas for development. Since the last inspection, they have worked effectively to review practice and secure improvements that have had a positive impact on outcomes for children. Leaders welcome regular support from the early years local authority advisor, which has helped embed the required changes. Staff feel their wellbeing is well considered and their workload is manageable. They report that leaders are approachable and supportive and that they work well together, feeling part of 'a little family'. They receive regular supervision sessions, and leaders set targets to enhance staff knowledge and improve practice.

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Leadership and governance Expected standard

Leaders and staff build close, trusting relationships with families. Staff share information through daily handovers, photos and observations, and through an online platform. Parents comment positively about how staff meet their children's needs.

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

Children are happy in this welcoming setting and enjoy exploring their surroundings. They settle quickly and choose from a range of planned activities and available resources. Children form warm relationships with staff and show secure attachment to their key person. Staff take time to get to know each child from the start. They promptly identify when children need emotional support and offer them comfort and reassurance. New babies receive lots of cuddles and attention from their key person to help them settle. Children make friends and play well together, showing imagination and sharing ideas. For instance, they are very busy preparing breakfast and talking about how to 'crack eggs' in the kitchen corner. Staff are positive role models and encourage children to be kind to one another. They offer lots of praise and encouragement and celebrate children's efforts and achievements. This helps build children's self-esteem and positive behaviour.

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

Staff meet children's emotional needs and adapt their teaching to their ages and stages of development. Children engage in purposeful play throughout the day. For example, older children create play dough hedgehogs, describing them as 'spiky' and 'bumpy', and count how many spikes they added on their backs. Younger children explore textures as they paint on tinfoil. Children demonstrate a positive attitude to learning as they work together to create a pathway using textured mats. They listen to one another's ideas, negotiate where each mat should be placed and take turns to position them. They test their path, counting the mats needed and repositioning them to achieve a 'circle' shape. This promotes their problem-solving and mathematics skills. Children, including those with barriers to learning, are supported well to participate alongside their peers and make good progress in their learning and development.

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Next steps

Leaders should support staff in the toddler room to improve their storytelling strategies to help children to become actively engaged with stories and maintain their attention.

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About this inspection

The inspector spoke with leaders, staff, a special educational needs coordinator, children and parents 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. Damiana Cornacchia

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Address:

Type: Childcare on non-domestic premises

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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. 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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