Kiddi Caru Day Nursery

Inspection of Kiddi Caru Day Nursery Kiddi Caru Day Nursery, Fyfield Barrow, Walnut Tree, Milton Keynes, Buckinghamshire MK7 7AN

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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 Not applicable

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The provision is good

Children are happy and confident at nursery. They engage in a range of activities that have been thoughtfully planned by staff. Children talk with enthusiasm to their friends about their play, sharing their ideas and developing their imagination. For example, children talk about how they will 'squeeze and squish' their dough to make different models.

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The provision is good

Staff are kind and caring in their approach. They are positive in their interactions with children and are good role models. For example, staff model good manners when asking questions or providing help to children to open bottles or to zip up their coats. This helps children learn to be kind and considerate to their friends.

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The provision is good

Children are highly motivated as they explore well-planned, focused activities. Staff help children to persist and take their time when practising a new skill. For example, young babies begin to stand and balance to start taking first steps with staff encouraging and praising their attempts, offering a helping hand to balance when needed. Babies show joy as they explore their physical skills.

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The provision is good

Children begin to learn to manage their own personal care needs. Staff model handwashing to teach children the importance of good hygiene practice, particularly after using the toilet or before eating.

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need to do better?

n Leaders have an ambitious plan for what they want children to learn. They gather information about children's starting points, building on what they know and can do. Staff adapt their teaching to meet the individual needs and interests of children as they engage in purposeful and focused play for extended periods. n Staff create an inviting and interesting environment that supports children's curiosity and enthusiasm for learning. They provide a variety of learning experiences that encourage imaginative play where children develop their own thoughts and ideas. Children talk about their art and how they will make faces that look like them with the materials available. n Children behave well. Staff set clear boundaries and expectations of behaviour. Children learn to share and take turns during their play and are polite and courteous when asking for help. They are beginning to manage their own emotions. Staff teach them the language of feelings to help them identify how

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need to do better?

they feel. When children become a little upset, staff are quick to offer comfort and reassurance to help them regulate their emotions. n Staff teach children to become increasingly independent. They provide instruction and directions to help children succeed in trying things for themselves. For example, when children are hanging up their belongings, staff

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need to do better?

21 January 2025 explain how to hold their bags to help them reach their peg and hang it up. Staff praise their attempts, and this helps build children's sense of achievement. n Staff provide children with a range of opportunities to develop communication and language skills. They offer ongoing description and conversation during play, and this helps children hear and learn new language. However, staff working with younger children are not consistent in providing the language they need to extend their skills and learn new vocabulary. For example, when children communicate using single words staff repeat these however, they do not consistently offer new words to offer a broad vocabulary. n Staff teach children to take appropriate risks and challenges as they play. Young babies explore a range of activities as they begin to explore their physical skills. Staff help them to balance and prepare for taking tentative steps. Older children

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need to do better?

build their fine motor skills as they learn to use utensils to cut and peel fruit to make fruit kebabs. Staff demonstrate how to use these safely, and this helps build children's confidence. n Staff and leaders foster positive relationships with parents. The communication between nursery and parents is effective in sharing what children are learning and the progress they are making. Parents know what their children are learning and the progress they are making. n Leaders focus on supporting and improving staff knowledge and skills. Staff are supported in their professional development. They receive the coaching and training they need to build on and extend their skills and knowledge.

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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 strengthen staff interactions to support a consistent approach in helping the youngest children develop their communication and language skills and learn new vocabulary

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Setting details

Unique reference number 2702662 Local authority Milton Keynes Inspection number 10367803 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 97 Number of children on roll 130 Name of registered person The Childcare Corporation Limited

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reference number

Telephone number 01908 692469 Date of previous inspection Not applicable

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Information about this early years setting

Kiddi Caru Nursery registered in 2022. It is located at Walnut Tree in Milton Keynes, Buckinghamshire. The nursery is open Monday to Friday from 7.30am to 6.30pm, for 51 weeks of the year. It is in receipt of funding for the provision of free early education for children aged two, three and four years. The nursery employs 35 staff, of whom 19 hold relevant childcare qualifications at level 2 and above.

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Inspection activities

n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n Children spoke with the inspector during the inspection. n Staff spoke to the inspector during the inspection. 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 manager and inspector completed a joint observation. 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 setting.

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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

21 January 2025 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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