Kiddy Academy Day Nursery

Inspection of Kiddy Academy Day Nursery Lowerson Road, Liverpool, Merseyside L11 8LW

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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 separate easily from parents due to the warm welcome they receive. They quickly engage in the activities and opportunities on offer and play happily with their friends. Older children enjoy making soup in the home corner. They talk about the ingredients as they chop real vegetables and put them into the pan. Interactions between staff and children are sensitive and respectful, and staff are mindful of children's individual needs and personalities. Staff engage children in learning and extend their play through high-quality interactions and engaging questions. They allow children time to answer questions, model effective use of language and introduce new words. This helps children to learn the art of conversation, which also enhances their growing vocabulary.

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The provision is good

The setting has high expectations for children's behaviour. Children benefit from lots of praise that reinforces their positive behaviour and attitude to learning. Children learn how to share and take turns. Staff are positive role models, which teaches children how to be polite and respectful towards others. The setting promotes effective hygiene practices. For example, as children wash their hands for lunch, they are asked, 'Why do we wash our hands?' This helps children to understand why it is important to wash their hands. The setting also promotes children's awareness of good oral health. Children learn the importance of toothbrushing through activities, such as the 'toothbrushing scheme'. These activities enhance further children's awareness and understanding of being healthy.

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need to do better?

n The setting designs and implements a bespoke curriculum that is well embedded throughout the nursery. Staff use this to help them plan activities and experiences to meet the needs of all children. This ensures that children make progress, regardless of their ages and abilities. n Staff provide opportunities for children to develop their independence. For example, children independently hang up their own coats and put on their own aprons. However, staff do not consistently sequence this across the setting, in particular at mealtimes. As a result, children do not always have the opportunity to practise their skills and build on what they already know and can do. n The provision for children with special educational needs and/or disabilities is of a high quality. The setting seeks support from external agencies to ensure it can cater for all children. Staff regularly assess the provision to ensure it is

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need to do better?

effectively tailored to meet children's specific individual needs. This enables all children to feel included and valued. n Developing children's communication is at the heart of the curriculum. The setting places high emphasis on quality training for staff. Staff use knowledge from training by making the most of everyday activities to promote children's

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need to do better?

5 August 2024 language. As a result, children, regardless of their starting points, make good progress in the listening, understanding and communication skills. n The setting celebrates festivals and other events that are important to the children. These festivals and celebrations form part of the curriculum planning to help children gain a greater awareness of diversity. Information is sought from parents about any events that are specific to them and their children. For example, parents are invited into the setting to share stories and food specific to their culture. This helps children and families feel included. It also helps children to learn about different cultures and celebrations. n Partnership with parents is given high priority. The setting holds parents' evenings, which enable parents to receive a thorough breakdown of their children's progress and next steps in learning. Parents also share information

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need to do better?

about what their children are learning at home. For example, parents share photos and examples of their children's achievements. Staff also share information about new places they have visited. Staff then weave this information into their planning, which helps to promote a coordinated approach to children's learning. n There are meticulous procedures in place for the supervision and appraisal of staff. For example, the setting carries out peer observations with staff to help celebrate strong practice and identify any areas for improvement. This feeds into staff training programmes. This helps leaders to promote and ensure high- quality learning in all areas. n Staff well-being is a strong focus for the provider. For example, the setting actively promotes a healthy work-life balance and ensures positive working conditions. This promotes a calm and supportive environment for children, which enhances their learning and development.

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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 support staff in providing consistent opportunities for children to build on what they already know and can do

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Setting details

Unique reference number 2510555 Local authority Liverpool Inspection number 10358408 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

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inspection

Total number of places 83 Number of children on roll 71 Name of registered person Tynwald Hill Day Nursery Ltd

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reference number

Telephone number 07793133565 Date of previous inspection 29 November 2019

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Information about this early years setting

Kiddy Academy Day Nursery registered in 2018 and is based in Liverpool. The nursery employs 18 members of childcare staff. Of these, 10 hold appropriate early years qualifications at level 3 or above. The nursery opens Monday to Friday from 7.30am until 6pm, all year. The nursery provides funded early education for two-, three- and four-year-old children.

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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 provider and has taken that into account in their evaluation of the provider. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want their children to learn. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector spoke to several parents during the inspection and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

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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

5 August 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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