Kids Adventures Salford

Kids Adventures Salford

Unique reference number (URN): EY555901 Address: Social Adventures Ltd, 1 St Philips Place, Salford, Lancashire, M3 6FA Type: Childcare on non-domestic premises Registered with Ofsted: 21/12/2017 Registers: EYR, CCR, VCR Registered person: Social AdVentures 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 progress from their starting points, especially children with special educational needs and/or disabilities (SEND) and children who speak English as an additional language (EAL). Children show high levels of confidence which are grounded in the secure relationships they build with their key people. Children, including children with EAL, rapidly develop language and use this to engage well with their peers and staff. They achieve consistently well across the curriculum and are confident to express their ideas, thoughts and feelings. For example, children negotiate taking turns with resources and play well together.

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Achievement Strong standard

Children gain a wide understanding of the world through the variety of activities that are available. They explore sensory activities that extend their knowledge of maths and scientific concepts, such as exploring ice melting or comparing weight. Children with SEND make secure progress in their personal, social and emotional development and in their communication and language. They gain skills in communicating their needs and playing with and alongside others. This means that all children, including children with SEND and EAL, are confident and very well prepared for their next stage in learning.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff create a calm and respectful culture to enable all children to grow and learn. Staff consistently support children to understand their feelings and express these in appropriate ways. They support children's positive behaviour by looking at their underlying needs and providing activities that meet individual needs. For example, staff provide children with lots of opportunities to play and learn in the outdoors. They support children's urges to move and be physically active to support them to develop self-regulation skills.

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Behaviour, attitudes and establishing routines Strong standard

Staff adapt routines to meet children's individual needs, particularly for children with special educational needs and/or disabilities (SEND). Staff provide individualised support for children where needed. This means that children are settled and have positive attitudes to learning. Staff show kindness, care and respect to children. This enables children to build warm and trusting relationships and increasingly manage their own behaviour.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff consistently identify barriers to learning. They promote attendance for children, particularly those who are disadvantaged, children with SEND or those who speak English as an additional language. Children continue to attend outside of term time, which provides consistency and supports successful transitions to school. Leaders identified a weakness in staff deployment during transitions within the setting. Leaders and staff have thus put in extra measures to ensure that staff deployment is consistent during these times, to promote children's safety.

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Children's welfare and wellbeing Strong standard

Leaders consistently ensure that children's welfare and wellbeing are prioritised. They work with parents and carers and the wider community to understand the local needs. Leaders and staff are highly responsive to the needs of children and their family contexts. They provide opportunities for children to learn about being and staying healthy. For example, staff support children to look after their teeth through daily toothbrushing, stay active through dance sessions and support wellbeing through yoga practice. Leaders and staff embed life- long practices that support healthy habits, including providing a healthy menu and a focus on being active.

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Children's welfare and wellbeing Strong standard

Leaders and staff create a warm and safe place for children to play and learn. Staff ensure that children who are disadvantaged, those with special educational needs and/or disabilities and those who speak English as an additional language are supported to build secure attachments. Staff consistently support children's emotional wellbeing and sense of belonging through well-structured routines and by using their first languages. Staff are attuned to children's needs. They adapt their approach to ensure that each child receives the support and care that they need. For example, during circle time, staff recognise when children's engagement reduces and offer alternative learning opportunities.

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Curriculum and teaching Strong standard

Leaders have a clear understanding of the curriculum and what they want children to learn. They work closely with parents and carers to understand what children know and can do and build the curriculum based on children's individual needs and stages of development. Staff ensure that children are immersed in language. Staff immerse children in rich language experiences, intentionally weaving vocabulary into sensory play. For example, staff use mathematical language such as 'high', 'more', 'full' and 'heavy' when scooping lentils and kinetic sand. Staff also provide targeted support for children who speak English as an additional language, enabling them to make significant progress in their communication and language. Children move on to school with the knowledge and skills they need to continue achieving.

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Curriculum and teaching Strong standard

Staff consistently support children's personal social and emotional development through caring and nurturing relationships. Staff understand the significance of this in supporting all other areas of learning. Leaders and staff provide a variety of opportunities to expand children's knowledge and understanding of the world. For example, staff and children grow plants and flowers in the garden and learn how to take care of them. Staff provide activities that enable children to participate at their own level. For example, staff provide a craft activity for making rockets, where some children focus on the process of spreading glue on tinfoil while others create their own rockets and use this in imaginative play.

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Inclusion Strong standard

Leaders identify the needs of children quickly and accurately. They gather a wide range of information to help them specifically understand each individual child's context. For example, leaders talk to parents to understand their child's cultural background, family circumstances and current levels of development. Leaders put in place targeted plans to support children to achieve and thrive. For example, leaders create plans for children with special educational needs and/or disabilities (SEND) that set specific goals and clear strategies to build their knowledge and skills. This means that staff understand how to best support each child. Staff consistently support children with SEND to make secure progress in their learning. Leaders consistently track and monitor the progress of children with SEND. They review and modify plans to ensure that children with SEND continue to make steady progress towards their goals.

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Inclusion Strong standard

Leaders effectively assess the wider patterns of need and barriers to children's learning. They use this information to effectively use funding for disadvantaged children to promote children's learning and wellbeing. For example, leaders understand that some children have limited access to a garden, so they prioritise children's physical development through purchasing outdoor climbing equipment and dance sessions. Leaders and staff consistently support children who speak English as an additional language to make significant progress in their communication and language development. Staff take time to learn children's first languages to support them to feel safe and secure at the setting. They use songs and music from children's cultures to create a sense of familiarity. Staff model and use English alongside children's first languages to support them to make connections and build their understanding.

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Leadership and governance Strong standard

Leaders demonstrate confident, reflective leadership and have a clear understanding of the setting's strengths and priorities for improvement. They are responsive to the changing needs of the setting. Leaders adapt the provision to ensure that they continue to meet the needs of the community and the children attending. They address the disadvantages that children may experience and build the provision around these. Leaders ensure that the targeted support and provision means that children leave the setting achieving and thriving.

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Leadership and governance Strong standard

Leaders demonstrate consistently high standards and expectations. They lead by example and provide ongoing support and guidance to the team. Leaders consistently reflect on their practice and identify areas for improvement. They quickly embed actions to ensure children experience a safe learning environment. Leaders mentor and coach the team to continue to drive high-quality practice. They support staff wellbeing through induction processes and ongoing support and guidance. Staff access professional learning that supports and builds their knowledge and skills. They implement new learning into practice to make a positive difference to children's learning and play. For example, staff continue to take part in professional learning to support and extend children's communication and language skills, as this is a high-priority area. This is having an ongoing positive impact for children with English as an additional language, who continue to strengthen their language and

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Leadership and governance Strong standard

Leaders consistently engage in thoughtful and positive ways with parents and carers. They provide ongoing support and guidance to ensure that children receive the best start in education. Leaders encourage and celebrate parents' positive engagement in their child's learning through promoting activities at home. For example, leaders promote the importance of being healthy through 'walk to work week', and parents take photos and share these with the setting. Staff and children look at the photos together. This creates a positive learning environment where children are proud to talk about their learning and families.

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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 thrive in a setting where staff nurture and prioritise their wellbeing. They are greeted warmly and happily run into the setting to play with friends. Children eagerly join in activities and engage for sustained periods of time. They explore sensory materials where

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Inspector:

Anna Marshall they develop their fine motor skills by scooping and squeezing kinetic sand. Children play extremely well together. They negotiate turn-taking independently and happily share resources. Children's individual needs and circumstances are understood, and staff remove barriers to their learning. For example, children have extended time outside where they can climb, run and build their balance and coordination. This ensures that children progress extremely well from their starting points.

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Inspector:

Children, including those with special educational needs and/or disabilities and those who speak English as an additional language (EAL), benefit from embedded routines that are flexible to meet their individual needs. Children build secure relationships with staff who know them and their families extremely well. Children's achievements and progress are celebrated by the team. They show high levels of confidence and have a secure sense of belonging. Children with EAL thrive in a setting where they hear their own and other languages. They develop their language skills through thoughtful conversations with staff. Children build their understanding of language through movement and music activities. They quickly develop a range of vocabulary that supports them for their transition to school.

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Inspector:

Children benefit from staff's thoughtful and positive engagement with their parents and carers. For example, staff promote parents' involvement in their child's learning by setting small activities to complete at home. Children are proud to share this learning with their peers. Children experience consistency because leaders promote attendance that supports their wellbeing and learning.

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Next steps

Leaders should continue to improve the support for disadvantaged children and strengthen their cultural capital so that all children experience a transformational impact on their achievement and wellbeing.

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About this inspection

The inspector spoke with leaders, practitioners, the special educational needs coordinator, 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:

Social Adventures Ltd 1 St Philips Place Salford Lancashire M3 6FA

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Social AdVentures Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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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

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Urgent improvement

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Urgent improvement

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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