KMK Kinderzimmer Chelmsford

KMK Kinderzimmer Chelmsford

Unique reference number (URN): 2783514 Address: 140 Mildmay Road, Chelmsford, CM2 0EB Type: Childcare on non-domestic premises Registered with Ofsted: 07/03/2024 Registers: EYR Registered person: KMK Kinderzimmer 1 Muswell Hill 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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Achievement Strong standard

Children's physical development is well supported, with a range of opportunities provided to build strength, coordination and confidence. For example, children confidently ride balance bikes around the outdoor area, push wheelbarrows and balance carefully on climbing equipment. These activities help to develop both gross motor skills and spatial awareness in a safe and engaging environment.

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Achievement Strong standard

Children are confident communicators and interact positively with staff, visitors and their peers. They demonstrate a willingness to express themselves, initiate conversations and respond to questions with increasing confidence and clarity. This supports the development of children's language, social skills and self-esteem and contributes to a positive and engaging learning environment where children feel secure and achieve.

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Achievement Strong standard

Staff support communication and language development effectively by modelling action words and extending language within children's play. They engage in meaningful interactions, introducing new vocabulary and building on children's interests. This approach helps to deepen children's understanding and supports their ongoing language development across all areas of learning. As a result, children, including those with different starting points, develop the essential knowledge and skills expected for their age. They make good progress across areas of learning and are well prepared for the next stage of their education.

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Children's welfare and wellbeing Strong standard

Care routines are carried out sensitively and closely follow children's established routines from home, helping them to feel safe, secure and well supported. Staff take time to understand each child's individual needs and preferences, ensuring continuity of care between home and the setting.

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Children's welfare and wellbeing Strong standard

Children build strong and trusting relationships with their key person. For example, staff support children by offering reassurance and emotional support for those who need it. Staff respond promptly and compassionately, supporting children's emotional wellbeing effectively.

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Children's welfare and wellbeing Strong standard

Children are encouraged to take part in appropriately managed risk-taking experiences. Children are supported when exploring their environment and taking part in risky play. This ensures that children develop confidence, resilience and an awareness of their own safety in a familiar and controlled environment.

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Children's welfare and wellbeing Strong standard

Resources in all rooms are suitable, well organised and age appropriate, supporting children's development across all areas of learning. Hygiene routines are embedded well, with children consistently encouraged to wash their hands before eating and after activities, promoting good health and independence.

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Curriculum and teaching Strong standard

The curriculum is ambitious and of a high quality for all children. Staff are confident in explaining their role in delivering the curriculum effectively. Leaders have high expectations and strive to ensure consistently high-quality teaching across all rooms. Staff skilfully model language and use simple signs to support children's communication and language development. For example, in the baby room, staff use simple signs alongside spoken words to support children's understanding and engagement effectively.

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Curriculum and teaching Strong standard

The curriculum is thoughtfully designed to promote essential life skills, such as independence in eating, for example through experiences such as enjoying mealtimes at the St John's Kitchen, the setting's on-site kitchen and children's dining area. Children's physical health is promoted well, with staff providing regular, purposeful activities that extend learning and support children in working towards their next steps.

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Curriculum and teaching Strong standard

The curriculum is well sequenced, and there is clear evidence of carefully considered interactions. For example, structured circle times take place in each age group, incorporating singing, music and storytelling to support communication and engagement. Teaching is consistently of a high quality. Staff demonstrate a strong understanding of child development and provide age-appropriate learning experiences that support all children to make good progress.

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Inclusion Strong standard

Staff identify children's individual needs swiftly and ensure that appropriate support is in place. Children who speak English as an additional language are well supported, with staff valuing and incorporating their home language alongside the development of English. The setting demonstrates a strong and inclusive culture. Leaders and staff identify barriers to learning or development early and take effective action. This includes working closely with families to provide tailored support, as well as seeking advice from external professionals. As a result, children receive timely interventions that help them make good progress from their starting points. Staff carefully monitor children's progress and adapt activities and interactions to ensure that every child is included and able to participate meaningfully. There is a clear focus on promoting equality of opportunity, ensuring that no child is disadvantaged.

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Inclusion Strong standard

Staff build strong, trusting relationships with children and their families, enabling open communication. The setting demonstrates a strong commitment to inclusion, ensuring that all children, including those with additional needs or from diverse backgrounds, feel valued, supported and able to participate fully in learning. Staff adapt activities and learning experiences effectively to meet individual needs, promoting equality of opportunity and helping every child make good progress. Staff use observations and assessments effectively to plan next steps, supporting development across all areas of learning. Overall, the provision reflects a thoughtful, responsive and inclusive approach that supports positive outcomes for all children.

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Leadership and governance Strong standard

Leaders have an accurate understanding of the setting's strengths and areas for development. They demonstrate a clear understanding of priorities for ongoing improvement. They have well-considered plans in place to support staff to drive the quality of practice forward and secure sustained improvement over time. Leaders are aware of inconsistencies within practice and are taking appropriate action to address these. They regularly evaluate the impact of changes made within the setting and use this information effectively to inform future developments and improve outcomes for children.

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Leadership and governance Strong standard

Leaders prioritise staff wellbeing and set high expectations for their team. They provide ongoing support, ensuring that staff receive clear guidance about their responsibilities and have regular opportunities to extend their knowledge. Leaders actively encourage staff to gain further qualifications and offer a wide range of in-house training to enhance professional development. Staff share professional learning with colleagues, which supports a collaborative and reflective staff culture. Leaders monitor practice regularly to ensure consistency and continued improvement across the setting. Staff report feeling well supported in their roles and valued as part of the wider team.

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Leadership and governance Strong standard

Partnerships with parents are positive. Open communication and shared goals help to create a positive culture and ensure continuity of care and education for children. Parents speak positively about the support they receive and feel well informed about their children's progress and experiences within the setting.

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate growing independence by putting on their own coats. Staff support this process by encouraging children to put their arms in and flip the coat over their heads. Staff also support independence in pre-walkers by encouraging them to explore their environment safely, make choices and develop confidence through supported movement and play activities. This consistent approach ensures that the development of self-care skills is embedded within daily practice across the setting.

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Behaviour, attitudes and establishing routines Expected standard

Staff generally support children effectively during transitions by using familiar songs and consistent routines to signal changes in activities. Children respond positively, moving calmly and purposefully to the next part of the routine.

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Behaviour, attitudes and establishing routines Expected standard

Although routines are generally well established, staff do not consistently provide effective emotional support for all children during transitions. Occasionally, children who struggle with change, as well as those who are new to the setting, do not always receive timely emotional reassurance from a familiar adult to help them settle during routine times.

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

Children flourish in this inclusive and nurturing environment, where they feel safe, valued and eager to explore. Leaders prioritise building secure, trusting relationships between children and staff from the very beginning, ensuring that each child settles quickly and confidently. Staff have a deep understanding of every child in their care and respond thoughtfully and sensitively to their unique needs, interests and stages of development. This strong support enables children to engage fully in their learning, showing enthusiasm, curiosity and a genuine love of discovery.

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

The curriculum is ambitious, carefully sequenced and tailored to meet children's developmental needs while also reflecting their individual interests. Activities are purposeful, engaging and designed to challenge children to think critically, develop their language skills and maintain concentration for longer periods. For instance, when exploring the sand tray, staff encourage children to make the noises of the farm animals in the sand and ask questions about them, which then leads into an animal-inspired nursery rhyme.

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

Children thrive at this setting, where they are consistently well behaved and embrace new experiences with excitement and confidence. They particularly enjoy spending time outdoors in the well-resourced garden. Children happily cooperate as they prepare for all types of weather, demonstrating growing independence as they dress themselves. Once outside, they eagerly explore their surroundings, riding balance bikes, pushing wheelbarrows and going on 'adventures' with their friends. Some children delight in explaining to adults what they have packed in their picnic hamper for their latest adventure.

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

Many children form secure attachments with key persons, helping them feel safe and secure. This enables them to separate from their parents with ease. The environment is centred around the needs of the children, creating a calm, welcoming and highly supportive atmosphere where every child can thrive and reach their full potential.

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Next steps

Leaders should now strengthen the consistent use of the key-person role during routines, ensuring that children who are new to the setting or find transitions difficult are supported by a familiar adult.

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: KMK Kinderzimmer 1 Muswell Hill Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30

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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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About this inspection

The inspector spoke with leaders, the nominated individual, practitioners, the special educational needs coordinator and assistants 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

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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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