Kido Crouch End

Kido Crouch End

Unique reference number (URN): 2581646 Address: Earl Haig Hall, 18 Elder Avenue, Crouch End, London, N8 9TH Type: Childcare on non-domestic premises Registered with Ofsted: 19/06/2020 Registers: EYR, CCR Registered person: Kido Schools UK 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 Expected standard

Children develop many skills to support their future learning. They make positive progress across all areas, particularly in their communication skills. They participate in group discussions confidently, ask questions and talk to staff, visitors and their friends. They listen attentively to stories, including those that focus on different behaviours and emotions, as they begin to understand the needs of others. Children benefit from opportunities to become independent. Babies begin to drink from cups and feed themselves using a spoon. Older children serve their food and pour their drinks, showing perseverance when they encounter challenges. Children show positive attitudes to learning, as they listen and contribute their ideas. Children develop their social skills well during the regular outings into the community and local park to socialise together. They are learning to show responsibility and respect for

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Achievement Expected standard

their environment and to develop their resilience and key skills in preparation for starting school.

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Behaviour, attitudes and establishing routines Expected standard

Staff are positive role models, and they teach children about feelings and emotions. They work hard to support children who may need additional help to manage their behaviour and actions. Staff teach children through discussions to understand the effect their behaviour has on others. They also use stories that feature this within language and visuals to help children understand. As a result, children typically understand the expectations around their behaviour.

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Behaviour, attitudes and establishing routines Expected standard

Children benefit from knowing what will happen next in their day. Staff encourage children to manage tasks for themselves. Children are developing skills and awareness, including in how to tidy away toys once they have finished playing. They show responsibility and respect for their environment. Staff provide reassurance, praise and encouragement during children's play. Smaller group sessions help children learn to play and collaborate well with each other. Children talk with their friends, showing care, for example knowing what their peers may be allergic to and how to keep them safe. Staff offer regular praise and encouragement, celebrating children's achievements with them. This encourages positive self-esteem and wellbeing. Leaders offer flexible sessions for parents and carers, while prioritising the importance of regular attendance in preparing children for school.

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Children's welfare and wellbeing Expected standard

Staff teach children to be aware of risk, including as they climb and slide on large-play equipment, also developing their physical skills. They sit closely to guide babies as they learn to walk and climb. When children need additional support to develop emotional regulation, staff teach them to express their needs. They develop routines to help children form healthy habits. The outdoor space and large indoor spaces are used well to support children's physical skills. Staff teach breathing techniques during yoga and mindfulness sessions, for example, to help children feel calm and promote their wellbeing. There are plans underway to plant and grow in the outdoor areas, so children can learn about the natural world, caring for and nurturing plants. Children benefit from healthy, nutritious and nourishing snacks and meals. Staff sit directly with children when they eat, supervising closely to make sure every child's dietary needs are catered for and clearly understood.

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Curriculum and teaching Expected standard

Staff plan challenging and fun activities with a clear curriculum that is typically well adapted for all children. This includes children with special educational needs and/or disabilities (SEND) and those who need extra support with their learning. Training is considered and planned for individual staff so that they remain knowledgeable, including in supporting children's emerging needs. This has helped staff successfully complete referrals and begin the graduated approach to support children with SEND. Staff teach children about the texture of sensory materials, encouraging them to explore how materials react and can be handled. They share new and interesting vocabulary to encourage children to express their creative ideas. Children enjoy looking at books and sharing stories with each other and the staff. Staff read to the children retaining their listening and attention by asking questions and acknowledging them when they contribute their ideas. Children show pleasure and

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Curriculum and teaching Expected standard

enthusiasm as they regularly choose to look at books independently. Staff use mathematical language as children count and measure. They thoroughly enjoy activities, such as when they made telephone headsets. Staff use this opportunity to develop children's social skills, as children learn that playing with each other can enhance their happiness and enjoyment of learning. At times, during free play, not all children take part and are on the outskirts of play with less staff interaction. Leaders do recognise where they can support staff further with consistent and purposeful interactions and to ensure that all children are encouraged and enabled to join in.

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Inclusion Expected standard

Staff prioritise an inclusive culture so that all children and their families feel valued. The curriculum is used effectively to help children celebrate their own unique qualities, and children delight in sharing their individuality with others. Staff take account of children's different needs and interests. They typically prioritise support for children with special educational needs and/or disabilities and those who face other barriers to learning. Staff carefully consider the curriculum to support children's individual needs. They work as a team to recognise and plan any adaptations required to support individual children. They are able to express how all children's learning journeys are different and how they are planning to make supporting the children's development a priority.

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Inclusion Expected standard

Parents and carers particularly appreciate that leaders offer to accompany families on school visits and support them with additional information to help them understand the process. This means that all children are well prepared for their next educational stage. Staff have a secure understanding of how and where to access additional support for children and their families. Staff with lead roles coordinate progress and communication knowledgeably and efficiently. They work closely with outside agencies and understand the valuable role these agencies play in advising and supporting families to ensure that children receive timely and coordinated support.

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Leadership and governance Expected standard

Leaders and staff are committed to providing high-quality care and education. Leaders have a clear and accurate understanding of the setting's strengths and priorities for improvement. They take decisive action to continue to address any areas for development. This includes that they understand the benefit of making group sizes more manageable and differentiating learning, including through the small-group activities. They have plans underway to develop this aspect of teaching further. Leaders do prioritise working as a team, with new staff receiving clear induction and ongoing support from team members. They regularly seek input from staff and aim to use feedback to refine and review practice and provision. Some aspects of communication with parents are still in the early stages of being embedded, with further strengthening required to establish consistent and regular opportunities for feedback so that any decisions are clear to support progress.

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Leadership and governance Expected standard

Leaders place a focus on professional development and staff's wellbeing. They provide regular supervision for all staff, and new staff receive clear induction, including being guided by mentors. This has generally helped staff to deliver and develop the curriculum consistently with leaders support. Some staff work across the company's other settings and are very familiar with procedures and practice, know the children well and are supported by the team. Staff appreciate the guidance and acknowledgement from leaders, valuing the development opportunities provided and the attention given to their wellbeing. As a result, staff are happy in their roles, which is evident in the warmth and care they show towards each other and the children.

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

Children experience a welcoming and inclusive environment. They are warmly greeted on arrival and are eager to engage in the many stimulating learning experiences available to them. Children attend regularly ensuring that they do not miss out on valuable learning experiences. Staff and leaders create a warm, stimulating environment that supports all areas of children's learning. They thoughtfully consider children's interests, needs and next steps when planning meaningful activities. Children generally benefit from teaching that enables them to make appropriate progress in their development. Staff help to prepare children for their next stage of learning considering children's individual interests. Staff identify when children may require additional support so that they can provide targeted interventions aimed to enable all children to make progress. Leaders work closely with other professionals following guidance and are developing plans to make sure that all children are

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

fully included and well supported. Staff encourage children to explore and investigate the range of resources, reinforcing their curiosity. They plan a safe and accessible learning environment for all children, including babies. Staff support children to recognise their name and use a visual timetable to help them understand the routine. Babies enjoy taking part in creative play with staff, who sit at their level following their interests. Children show enthusiasm when staff support their choices, which boosts their confidence and self-esteem. Staff engage children in conversations about their play to strengthen communication and language skills, including expressing their feelings and emotions. Staff gently prompt and guide children to work collaboratively and share resources, helping to develop positive social interactions. Children become deeply engaged in role play and quickly develop the skills they need to become confident communicators. Children receive frequent praise and

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

recognition for their efforts and achievements. Their artwork is proudly displayed throughout the setting and shared with parents, for instance helping them feel valued and appreciated. This contributes positively to their confidence, sense of belonging and emotional resilience.

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Next steps

Leaders should develop ways to communicate with parents and carers to support an effective, collaborative approach to children's development. Leaders should strengthen targeted support for staff to embed consistently high-quality interactions so that all children can participate fully and increase their engagement further.

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About this inspection

The inspector spoke with leaders, staff 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:

Earl Haig Hall 18 Elder Avenue Crouch End London N8 9TH

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Kido Schools UK 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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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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