Kidspiration Childcare And Education Limited

Kidspiration Childcare And Education Limited

Unique reference number (URN): 2571077 Address: St. Makarios Church Hall, Lawns Lane, Farnley, Leeds, Yorkshire, LS12 5EZ Type: Childcare on non-domestic premises Registered with Ofsted: 16/12/2019 Registers: EYR Registered person: Kidspiration Childcare & Education Limited

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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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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.

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Children's welfare and wellbeing Strong standard

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.

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Children's welfare and wellbeing Strong standard

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.

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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.

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Inclusion Strong standard

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.

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Inclusion Strong standard

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

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Expected standard

deeply and remove obstacles that could limit their progress. All children feel valued and experience a strong sense of belonging.

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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.

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Achievement Expected standard

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.

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Achievement Expected standard

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.

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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.

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Behaviour, attitudes and establishing routines Expected standard

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.

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Behaviour, attitudes and establishing routines Expected standard

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.

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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.

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Curriculum and teaching Expected standard

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.

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Curriculum and teaching Expected standard

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.

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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.

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Leadership and governance Expected standard

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.

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

Most children arrive happily and ready to explore. Those who are less confident settle quickly when staff welcome them warmly and help them choose where to begin. Children move confidently around the environment and show that they feel safe and at ease. They are interested and enjoy their learning. For example, during a glue and stick activity, staff sit alongside them and teach with care. They talk to children about what they are doing, model how to use the glue and use clear language to help them focus for short periods. Children take turns choosing the animals they want to add to their picture, make decisions about where to place them and remember what they learned the last time they did something similar. Staff adapt the activity for different children, for example by bringing a puzzle for a child who shows interest in something different.

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

Outdoors, children enjoy the freedom to move and challenge themselves. They ride bikes, steer around obstacles and practise throwing and catching balls with growing control. Others trace trucks through the sand, watching the tracks they make and talking about the patterns. Children play alongside their friends, share toys and enjoy being part of the group.

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

Staff put on a familiar song to alert children to changes in their routines, such as tidy up time. Children notice the music and begin to help. They enjoy the responsibility and work together to return toys to the right places. Their sense of belonging is evident throughout the day. Children show staff what they have made, ask for help when they need it and enjoy spending time in their special groups with their key person. Children thrive because they feel valued, listened to and confident to try new things. They enjoy their learning, build positive relationships and experience a day fun-filled activities, conversations and meaningful play.

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

While leaders monitor attendance, they have not fully considered the importance of punctuality.

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Next steps

Leaders should promote punctuality more consistently to help families develop positive habits for the future and ensure that children benefit from key learning. Leaders should strengthen curriculum progression so that children experience a clear sequence of learning that builds more steadily. Leaders should improve teaching to help older children develop secure foundations ready for later learning in literacy.

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Address:

St. Makarios Church Hall Lawns Lane, Farnley Leeds Yorkshire LS12 5EZ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Kidspiration Childcare & Education Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 14:55

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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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About this inspection

The inspector spoke with leaders, staff, children, parents and carers 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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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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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