Global Kids Aldgate East

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children arrive at the setting calmly and eager to learn.

Staff welcome children with a big smile on their face. After separating from their parents at the door, staff invite children to join activities. Children show interest in learning opportunities and make good progress in their development.

There is an effective key-person system in the setting and children bond well with all staff but especially with their key person. Children benefit from a nurturing environment and staff are always available to support their personal and emotional needs. Children behave well and staff set clear expectations for children's beha...viour.

Interactions are positive and respectful.Staff plan the curriculum well for all children at the setting. They consider children's individual interests and needs to determine children's next steps for learning.

Staff provide activities and routines to support children to share, take turns, cooperate and make choices. This helps all children develop positive attitudes towards learning and persevering in their tasks.Staff praise children's achievements and new skills they have learned.

The environment is nurturing for all children, and this supports children's self-esteem, confidence and them to feel safe and secure in the setting.

What does the early years setting do well and what does it need to do better?

Staff place importance on developing children's communication skills. Children have plenty of opportunities to participate in reading, storytelling, singing and rhyming activities.

For example, staff point at the picture books and repeat words clearly. They regularly introduce new concepts during children's play. For example, children learn about things that are hot in the home corner.

Children learn to express themselves confidently, as staff offer them sufficient time to respond during conversations. This supports all children's emerging vocabulary, and children who speak English as an additional language make good progress.Staff plan and implement activities to develop children's physical skills.

For example, children manipulate play dough, use paintbrushes for mark making and scoop pom-poms to sort them out. Children construct large structures with the help of adults and use them as a bridge to cross. This helps children to develop their balance, coordination and big and small muscles.

Children practise skills to become independent in their daily routine. For example, they can take their coats from pegs and pour water into cups. Children in the pre-school room learn to serve food for themselves at mealtimes, and babies begin to use cutlery independently.

Children learn how to keep healthy through handwashing, recognising when they are thirsty and choosing nutritious fruits for snack times. However, at times, not all staff follow this through with children and provide opportunities for independence in self-care throughout the day.Leaders and staff have a clear understanding of the children's individual needs and preferences.

Leaders plan a sequenced and ambitious curriculum, following children's current interests and achievements. Staff communicate well with each other and they evaluate the needs of children from disadvantaged backgrounds and children with special educational needs and/or disabilities to determine best outcomes for all children in the setting. However, to support this further, leaders should strengthen staff's understanding of all children's next steps to ensure that all children learn at the highest level.

Children go out for daily walks. Staff use this opportunity to help children learn about their surroundings and wider communities. For example, children and staff discuss different cuisines and countries as they walk past the restaurants.

Managers and leaders evaluate their practice frequently, and they have a clear understanding of their strengths and weaknesses. Staff appreciate the ongoing professional guidance. For example, room leaders observe their interactions and activities and discuss areas to improve regularly.

The manager conducts supervisions and 'well-being meetings' with staff to support them personally and professionally. This helps staff feel valued at work.The partnership between staff and parents is strong.

Leaders are always available to speak with parents. Parents praise staff for their hard work and caring attitude. They particularly appreciate the consistent updates, advice and activity ideas from the practitioners.

This keeps parents involved in children's learning.

Safeguarding

The arrangements for safeguarding are effective.Staff attend regular safeguarding training and discuss safeguarding practices in their staff meetings.

All staff have a clear understanding of their responsibilities in terms of safeguarding all children, and they know how to recognise signs and symptoms that a child might be at risk. The manager completes regular checks on staff's ongoing suitability to ensure staff working with children are suitable. Staff teach children how to keep themselves safe from strangers and how to ask for help if they need it.

Children learn about road safety and risk assessment during their daily walks. During outings, staff are vigilant and constantly supervise children to ensure they are kept safe.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: strengthen strategies to ensure all children become independent in their self- care routines throughout the day support all staff's understanding of children's individual next steps to ensure learning is at the highest levels for all children.