MEplace King's Cross

MEplace King's Cross

Unique reference number (URN): 2805204 Address: Unit 1, 180D York Way, London, Greater London, N1 0AZ Type: Childcare on non-domestic premises Registered with Ofsted: 09/08/2024 Registers: EYR, CCR, VCR Registered person: ME PLACE 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

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.

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Achievement Strong standard

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 For instance, children who were previously nonverbal or withdrawn now engage in interactions, use language and participate confidently in group activities.

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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.

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Curriculum and teaching Strong standard

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.

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Curriculum and teaching Strong standard

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.

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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.

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Expected standard

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.

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Expected standard

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.

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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.

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Leadership and governance Strong standard

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.

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Leadership and governance Strong standard

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.

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Leadership and governance Strong standard

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.

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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.

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Behaviour, attitudes and establishing routines Expected standard

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.

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Behaviour, attitudes and establishing routines Expected standard

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.

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Behaviour, attitudes and establishing routines Expected standard

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.

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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.

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Children's welfare and wellbeing Expected standard

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.

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Children's welfare and wellbeing Expected standard

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.

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Children's welfare and wellbeing Expected standard

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.

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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

Children have lovely relationships with staff and demonstrate they feel safe and secure. They confidently explore the environment and make choices in their play. Staff encourage children to be independent and manage simple tasks by themselves such as collecting their own water cups or dressing themselves to go outside. Staff give lots of praise and encouragement to support children's self-esteem and confidence.

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

Children are very happy and settled and engage well in activities. Staff demonstrate a thorough understanding of their curriculum that is based around key principles including

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About this setting

Unique reference number (URN): 2805204 'World', 'Mind', 'Body', 'People', 'Fun' and 'Life'. Staff know the children well and confidently explain the intent of their activities and how they will implement them to meet children's needs. Staff have a strong understanding of how children learn as they scaffold children's learning through the different age groups. They confidently adapt activities to meet the needs of all children including those who face barriers to their learning.

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About this setting

Young children enjoy exploring a range of sensory activities including water play and feeling different textures such as tissue paper, feathers and pompoms. They look at different family pictures and confidently identify them. Staff interact well and narrate what children are doing, they use visual aids and signing to support communication and sing songs with children.

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About this setting

Children confidently talk about their golden rules and effectively implement these during activities. Staff have high expectations for children and encourage them to share and take turns through games and different activities. For example, older children enjoy Spanish group times and confidently join in and take turns as they sing songs and rhymes. Staff support them as they learn new words and children remind each other of the importance of sharing.

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Next steps

Leaders and staff should review how routines could be used more effectively to support children's continual engagement in learning. Staff should review how mealtimes are organised to make the most of opportunities to promote children's good manners and social skills.

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About this inspection

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

Unit 1, 180D York Way London Greater London N1 0AZ

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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.

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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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