Kiddies Kingdom

Inspection of Kiddies Kingdom 3 Addington Court, Addington Way, LUTON LU4 9FZ

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children are welcomed by the friendly staff when they enter the nursery. They happily hang their coats on their own pegs, which they identify by finding their photo. This helps children feel valued as a member of the nursery community. Children quickly settle, playing and exploring in the well-resourced group room. Staff plan activities and areas of the nursery that suit children's abilities and needs to help support their learning and well-being. For example, children who are preparing to move on to school spend time in a quieter part of the room. They use pens and boards to make meaningful marks. Staff encourage them to listen to the sounds they hear at the beginning of their names and other words, helping to support children's early literacy skills.

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The provision is good

Children follow their interests. For example, after visiting the local park, they want to find out more about the creatures they saw, triggering new activities, songs and stories in the nursery. Children learn new words staff introduce when they investigate life cycles of frogs and butterflies and are keen to make their own bees from coloured dough. Children behave well. They respond positively to the gentle reminders staff give them about sharing and being kind to others. Staff centre the curriculum around children's personal, social and emotional development, helping to provide a foundation for children to build on what they already know and understand.

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need to do better?

n Children develop a love for books. They look through shelves and boxes in a relaxing corner of the room, finding their favourite and familiar story books. They carefully turn the pages, reciting the stories through the pictures they see. Other children snuggle up next to staff to listen to the tales being read to them. Staff encourage parents to take books from a small lending library to share with their children at home. This helps to support children's learning at home. n Children who speak English as an additional language settle well in the nursery. Staff ask parents to teach them important words and phrases in the languages children hear at home, helping to support early communication for children and staff in the nursery. Pictures and signs around the room help children find resources and understand the daily routines they join. Group activities that focus on children's communication and language development are enjoyed by all and

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need to do better?

contribute to children's growing vocabularies and understanding. n Staff are motivated to continue their professional development. Regular supervision, training and coaching help staff to strengthen their own knowledge and understanding of how children learn. n Children with special educational needs and/or disabilities are supported to begin to recognise and regulate their emotions. Staff give them time to get ready for

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need to do better?

17 May 2024 changes in routines, such as when it is time to come in from the garden. This helps children manage the transitions throughout the session. n Children welcome staff to join their self-chosen games and activities. They ask questions and are proud to show staff what they have created, such as buildings they make from bricks. However, through their enthusiasm, staff do not always give children sufficient time to solve problems for themselves, find different ways of doing things or predict what might happen next. This limits children's opportunities to think independently. n Staff share ideas and plan themes and activities in their weekly meetings. Key persons make regular observations of children to help identify what they need to know and understand next in their learning. These next steps are shared with the whole team, helping to shape the plans on a daily basis. However, staff do not fully fully consider when to introduce or repeat activities to provide children

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need to do better?

with the best learning experiences. For example, some children miss out on the very first time caterpillars are shown to the children in the nursery because they have already gone home. n Parents report that their children enjoy their time in nursery. They describe the improvements they have seen in recent months and speak positively about the kind and approachable staff. However, some parents do not feel they know how they can continue to support children's learning and development at home.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n give children even more time to think how to solve problems, find different ways of doing things and predict what might happen next n support staff to provide adult-led activities that take into account the most suitable time, location and number of children to provide the very best learning experiences for children n review and enhance communication with parents to help them know how they can support their children's learning at home, linking this to children's next steps in learning.

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Setting details

Unique reference number EY462528 Local authority Luton Inspection number 10344345 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 32 Number of children on roll 40 Name of registered person Rana, Javid Mohammad

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reference number

Telephone number 01582562385 Date of previous inspection 10 September 2018

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Information about this early years setting

Kiddies Kingdom registered in 2013. The nursery opens Monday to Friday during term time only from 8.45am until 3.15pm. The nursery provides funded early education for two-, three- and four-year-old children. The nursery employs six members of childcare staff, of whom four hold appropriate early years qualifications at level 2 and above.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the manager and has taken that into account in her evaluation of the provision. n The manager took the inspector on a learning walk of the nursery and discussed the curriculum with her. n The inspector observed activities inside and in the garden. She spoke to staff and children at appropriate times throughout the inspection. n A joint observation was made by the inspector and manager. The manager described the quality of teaching and learning. n The inspector held meetings with the manager and leader. n The inspector spoke to a number of parents. She took their views into account in her evaluation.

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Inspection activities

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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Inspection activities

17 May 2024 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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