Kids in Motion

Kids in Motion

Unique reference number (URN): 2814909 Address: Grange Community Centre, Red Lion Hill, London, N2 8ED Type: Childcare on non-domestic premises Registered with Ofsted: 16/10/2024 Registers: EYR Registered person: Kids in Motion Ltd

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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, including children who face any barriers to their learning, quickly develop skills across all areas of learning. They make consistent progress from their starting points. Children are confident speakers and communicators. They openly express their ideas or ask questions. Toddlers develop their listening skills as they focus well on songs. They also show great curiosity as they navigate the environment and develop their physical skills.

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Achievement Strong standard

Children are motivated to learn and confidently select resources in their play. They concentrate well and engage in their learning independently and with others. Children become engrossed in activities that capture their interest. Younger children persevere in play as they learn to develop their attention skills. Older children recall what they know when listening to a story about wild animals. Children benefit from staff discussing their achievements with parents and carers at each stage of their development. This helps to develop children's confidence and self-esteem. All children are very well prepared for the next stage in their learning, including their eventual move to school.

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Behaviour, attitudes and establishing routines Strong standard

Children build warm and trusting relationships with staff. They confidently seek help when needed. Staff create a positive and respectful culture so that children learn to collaborate and resolve conflicts effectively. For instance, staff guide children through disagreements, helping them to share, take turns and understand each other's feelings. Children with special educational needs and/or disabilities are included in all daily routines. As a result, children play cooperatively, show consideration for one another and develop secure social skills.

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Behaviour, attitudes and establishing routines Strong standard

Leaders prioritise children's attendance and punctuality. They check in with families to monitor children's attendance and safety regularly, and work with families to improve consistency. This helps children to develop positive attitudes towards their learning. Staff take into account children's ages and developmental stages when planning daily routines. This leads to high levels of motivation in children's learning during indoor and outdoor activities. Such well-established routines promote children's decision-making skills. Key staff build secure relationships so that children feel valued and respected. Staff make very effective use of prompts, such as books on emotions and sensory toys, to help younger children understand and regulate their emotions.

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Curriculum and teaching Strong standard

Children benefit from a well-sequenced curriculum with a clear focus on developing their communication and language. Staff use purposeful interactions during routines and activities to extend children's vocabulary, encourage responses and build their understanding. Through stories, singing and daily conversations, children learn to listen, respond and express their ideas, preparing them well for their next stage in learning. Staff plan regular

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Expected standard

outdoor play to develop children's coordination, balance and core strength. Younger children benefit from access to sensory play areas that promote their exploration and resilience.

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Expected standard

Staff create captivating experiences that spark children's excitement and curiosity, and deepen their learning. For example, when children sell and buy farm vegetables, staff strengthen children's knowledge of shopping lists and enhance their communication and mathematical skills. Children excitedly sort, compare and count on fingers the cost of different items as they discuss flavours. Staff check children's learning, purposefully building on what children already know and can do. They introduce and model the meaning of new words to widen children's vocabulary. Staff skilfully enable children to take appropriate risks in their learning. For example, children learn to care for 2 guinea pigs that leaders have introduced to the setting. Staff provide clear guidance and model safe practices so that children understand and learn how to manage risks safely.

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Inclusion Strong standard

Inclusive practice is embedded across the setting. Leaders and staff work effectively to reduce barriers to children's learning. They quickly recognise children with emerging needs. Staff celebrate each child's unique qualities. They meet the individual needs of children through highly effective partnerships with parents and carers. Staff value parents' views and their aspirations for children highly, and include these in all decision-making.

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Inclusion Strong standard

Staff use a range of inclusive approaches to support children effectively. For example, they provide individual support for children's language development to help them settle, thrive and develop confidence and independence. Children who speak English as an additional language receive support from staff who value their home languages. For instance, when staff read to children, they illustrate the meaning through actions and props. This helps children to understand the meaning and gradually build their English vocabulary.

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Inclusion Strong standard

Staff monitor children's progress very closely. They work together to develop appropriate and effective strategies to meet each child's unique needs. Staff focus closely on children who need support with their wellbeing and they give highly effective reassurance, such as during mealtimes. This helps to remove barriers to children's learning. It enables all children to make progress and reach their full potential.

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Children's welfare and wellbeing Expected standard

Staff promote hygiene routines and encourage children to wash their hands and begin to manage aspects of self-care. This supports children's independence. For instance, toddlers learn to use cutlery when eating their meals. Children learn about healthy and nutritious food, such as why fruits are healthy. This promotes children's understanding of how to keep themselves well. Children also learn to sit at tables for meals to practise positive manners. Staff fully supervise children when they are eating and sleeping to promote their safety and meet individual needs. Staff gather detailed information from parents and carers to learn about children's individual needs. They teach children the importance of brushing their teeth. However, a well- structured programme for supporting parents with their children's oral health is not yet in place. Staff do not consistently support children's oral health by discussing any problems

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Children's welfare and wellbeing Expected standard

Children benefit from daily access to fresh air, such as when using ride-on toys and balancing on an obstacle course in the garden. Staff build warm and responsive relationships with children so that they can recognise when a child is tired and requires support. Children seek comfort when needed and receive reassurance from familiar adults. This supports their emotional wellbeing.

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Leadership and governance Expected standard

Leaders understand the requirements of the early years foundation stage and ensure that these are all met. There is a clear, ambitious and well-sequenced curriculum that covers all areas of children's learning and development. Leaders review the environment regularly, using children's interests to motivate their learning. All children, including those with special educational needs and/or disabilities and those who face barriers to learning, receive support to make secure progress from their starting points.

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Leadership and governance Expected standard

Leaders and staff typically work in partnership with parents and carers. They share information about children's development through an app and daily handovers. Parents report that their children are progressing well and enjoy attending the nursery. Children choose books from the nursery to read with their parents at home. However, leaders have not yet reflected on how to include all parents in supporting their children's oral health development at home. This limits opportunities to reinforce children's learning consistently beyond the nursery.

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Leadership and governance Expected standard

Leaders ensure the safety of their children. They follow safer recruitment practices, and risk assessments are thorough. Leaders take effective steps to support staff wellbeing. For instance, leaders have regular staff supervision sessions to accommodate staff's professional development. For example, staff have recently received specific training on new sleeping guidelines. Regular communication and teamwork contribute to a positive working environment.

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

Children arrive happily to this safe and welcoming setting. They settle quickly and confidently move into activities, demonstrating a sense of belonging. Interactions between staff and children are nurturing and respectful. Secure attachments with their key people help children to feel safe and emotionally supported. Children with special educational needs and/or disabilities, or those needing additional support, thrive in this nurturing environment. This is because staff carefully adapt learning experiences to meet their needs and help them to succeed.

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

Children confidently explore their environment, make independent choices and engage enthusiastically in play and learning. The spacious, clean and thoughtfully organised environment allows children to move freely and safely. This encourages children's curiosity, independence and exploration. A rich range of resources and activities provides children with many opportunities to investigate, imagine and learn through play. Choice is central to children's experiences in this setting. This is particularly evident during role play of a farm shop, where children follow up on their interests after a farm trip. Children confidently select farm vegetables and express their ideas creatively.

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

Staff engage children in meaningful conversations about healthy eating, exercise, rest and caring for living things. Leaders generally promote the positive health of the children they look after. Children behave very well. There are clear expectations and children receive praise for their positive behaviours. Children get along well with each other and learn how to care for each other. For instance, they learn to open a new water container outside and confidently take drinking water to their friends. Children patiently wait for their turn with toys and resources and actively show their developing self-control. They develop the language, resilience and self-help skills needed for their next stage of education. As a result, children achieve well from their starting points and thrive in this inclusive and nurturing environment.

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Next steps

Leaders should enhance partnerships with parents and carers to support children's oral health and help all children benefit from such learning experiences.

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About this inspection

The inspector spoke with the nominee, the manager, staff, the special educational needs and/or disabilities coordinator, 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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Address:

Grange Community Centre, Red Lion Hill London N2 8ED

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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. 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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