KMK Kinderzimmer White City

KMK Kinderzimmer White City

Unique reference number (URN): 2790730 Address: Unit 2.5B, Park Boulevard, London, W12 7NR Type: Childcare on non-domestic premises Registered with Ofsted: 17/07/2024 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 make secure and consistent progress from their starting points, including children with special educational needs and/or disabilities, and children learning to speak English. They develop communication, social and early mathematical skills through experiences that build appropriately on what they already know and can do. Children use a growing vocabulary and respond confidently to familiar language during activities and routines. They join in with group experiences, follow instructions and increasingly communicate their ideas with staff and their peers. Children remain interested in their play and learning and show confidence when exploring the environment and trying new experiences.

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Achievement Strong standard

Children develop increasing independence throughout the day. Older children manage simple self-care tasks, make choices during play and take responsibility for routines such as tidying away resources and managing their belongings. Younger children develop confidence to explore independently while returning to familiar adults for reassurance when needed. Children engage positively with others and develop the communication, confidence and social skills that help prepare them for future learning.

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Curriculum and teaching Strong standard

Leaders provide a broad and engaging curriculum that encourages children to explore, communicate and develop confidence through play and practical experiences. Staff understand children's interests and stages of development well and use this knowledge to support children's learning across daily routines and activities. Staff support children's communication and language development effectively throughout the nursery. Children learning to speak English are supported well through repetition, gestures, visual prompts and consistent modelling of language during play and routines. Staff encourage children to listen, join discussions and communicate their ideas confidently during group experiences and activities.

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Curriculum and teaching Strong standard

Children enjoy a range of experiences that promote curiosity and enjoyment in learning. For example, babies explore sand play with fascination, repeatedly filling and emptying containers while staff introduce simple mathematical language such as 'more', 'full' and 'empty'. Older children confidently practise counting, recognising shapes and tracing letters during activities designed to support early mathematics and writing skills in preparation for future learning.

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Curriculum and teaching Strong standard

Staff build naturally on children's interests and conversations during play. During group activities, staff extend children's thinking through playful discussions about transport, movement and speed as children enthusiastically share their own ideas. Younger children benefit from opportunities to explore sensory resources, movement and physical play which support their coordination and growing confidence. Staff adapt activities and interactions thoughtfully to help children with special educational needs and/or disabilities, and children learning to speak English, remain engaged alongside their peers. As a result, children remain motivated to participate and develop positive attitudes towards learning.

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Inclusion Strong standard

Leaders and staff place strong importance on helping all children participate confidently within nursery life. Staff know children well and adapt routines, interactions and activities thoughtfully to help children remain engaged alongside their peers. Staff support children learning to speak English effectively and help them participate fully in nursery life. Children confidently join in routines, group experiences and play alongside their peers because staff adapt communication thoughtfully and consistently to meet their individual needs.

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Inclusion Strong standard

Children with special educational needs and/or disabilities receive thoughtful and responsive support. Staff work closely with parents and external professionals to identify children's needs and adapt support appropriately. Leaders and staff regularly review children's progress, wellbeing and engagement to help ensure strategies continue to meet children's individual needs.

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Inclusion Strong standard

Children benefit from warm relationships with staff and access calming sensory and self- regulation spaces within the nursery. Staff recognise appropriately when children require reassurance, quieter spaces or additional support to help them manage emotions and remain involved within activities and routines. Leaders also work closely with families to access additional support and funding where appropriate. Regular outdoor experiences and outings within the local community help children develop confidence, communication and a strong sense of belonging.

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Behaviour, attitudes and establishing routines Expected standard

Staff generally support children well to understand routines and expectations throughout the day. Children respond positively to familiar routines and typically move confidently between activities and group experiences. Staff use praise, reassurance and calm interactions to encourage positive behaviour and support children to cooperate during play and daily routines. Leaders promote regular attendance and work closely with families to encourage children to attend consistently. This helps children establish secure routines, develop friendships and participate fully in nursery experiences.

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Behaviour, attitudes and establishing routines Expected standard

Children generally behave well and develop positive relationships with staff and their peers. They learn to take turns, share resources and listen during activities and routines. Older children increasingly manage simple tasks independently, such as tidying away resources, washing their hands and managing mealtime routines. Younger children benefit from reassurance and support from familiar adults as they move through routines and transitions during the day.

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Behaviour, attitudes and establishing routines Expected standard

Staff support younger children sensitively when they require additional encouragement during transitions and group experiences. Warm relationships between staff and children help children feel settled and confident to participate within nursery life. However, during some routines and transitions in the baby room, waiting times are not always minimised effectively. As a result, some younger children become unsettled and require additional reassurance from staff. Opportunities to support younger children to remain purposefully engaged during these busier parts of the day are not yet fully embedded.

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Children's welfare and wellbeing Expected standard

Staff provide warm and nurturing care which helps children feel safe, reassured and comfortable within the nursery environment. Children form positive relationships with familiar adults and confidently seek support, reassurance and interaction throughout the day. Younger children are supported sensitively during settling-in periods and staff work closely with parents to understand children's routines, comforters, interests and care needs.

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Children's welfare and wellbeing Expected standard

Children benefit from access to sensory and self-regulation spaces where they can take time away from busier parts of the nursery when needed. Staff help children recognise and manage their emotions and support them to develop confidence in managing daily routines and social experiences.

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Children's welfare and wellbeing Expected standard

Leaders and staff promote healthy lifestyles appropriately. Children access regular outdoor play, physical activity and outings within the local community. Staff support children's hygiene and oral-health routines well and encourage growing independence during handwashing, mealtimes and self-care routines. Children enjoy healthy meals and snacks within relaxed social experiences where staff encourage conversations and positive interactions. Staff work closely with parents and external professionals to support children's wellbeing and safety. Information is shared regularly to help maintain continuity between home and nursery and support children's ongoing care and development.

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Leadership and governance Expected standard

Leaders know the nursery well, including its strengths and areas for development. Staff and leaders work collaboratively and place children's wellbeing, learning and development at the centre of the provision. Leaders value partnerships with parents and support children sensitively as they settle into the nursery and move between rooms and towards their next stage of learning.

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Leadership and governance Expected standard

Staff use their understanding of children's interests, development and individual needs to help support children's engagement and progress. Leaders recognise the importance of maintaining consistency across the nursery. Leaders demonstrate a commitment to developing staff practice and provide ongoing guidance, support and professional development opportunities. Staff are supported to strengthen their understanding of communication, supporting children learning to speak English and special educational needs and/or disabilities. This helps staff adapt interactions and activities appropriately to support children's participation and development.

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Leadership and governance Expected standard

Parents generally speak positively about the nursery and describe staff as caring and approachable. They value the communication they receive about children's care, routines and development, which helps them feel informed and reassured. Overall, leaders demonstrate a clear understanding of the nursery's strengths and ongoing priorities for improvement and maintain a provision where children are supported to learn and develop appropriately.

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

Children enjoy attending this warm and welcoming nursery where they feel safe, valued and confident to explore their surroundings. They separate from parents comfortably and staff support children sensitively as they settle into daily routines and play. Leaders promote the importance of regular attendance and work closely with families to support consistent routines for children. This helps children feel secure and maintain continuity in their learning and development. Children build caring relationships with staff who know them well and respond warmly to their individual needs. Younger children seek reassurance from familiar adults when needed and quickly return to play and group experiences. Staff place strong importance on helping children feel emotionally secure and included within the nursery environment.

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

Children benefit from a range of experiences that support their curiosity, communication and enjoyment of learning. For example, children listen attentively during stories and singing activities and confidently join in with familiar songs, actions and repeated phrases. Staff support children's language and communication well through repetition, gestures, visual prompts and discussion. This helps children who are learning English, alongside children with special educational needs and/or disabilities, to understand routines, participate in activities and remain included alongside their peers. Staff adapt interactions and provide reassurance appropriately to help children develop confidence and independence.

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

Children move confidently between activities and enjoy opportunities to explore resources independently throughout the day. They take part in sensory experiences, such as sand and water play, where they fill and empty containers and investigate different materials. Children also benefit from regular outdoor play and outings within the local community which support their physical development, confidence and understanding of the world around them. Children generally behave well and learn how to interact positively with others. Staff support children calmly and help them understand expectations, share resources and take turns during play and routines. Children are developing the skills they need for future learning, including communication, confidence, social skills and growing independence.

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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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Next steps

Leaders should continue to review the organisation of routines and transitions in the baby room to help minimise waiting times and support younger children to remain emotionally secure throughout the day. Leaders should build further on engagement opportunities during busier parts of the day so that younger children remain purposefully engaged in play and learning.

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About this inspection

The inspectors spoke with leaders, staff, parents and carers, 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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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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