Kido Battersea

Inspection of Kido Battersea Ground Floor Commercial Unit Block K, Prince of wales drive, London SW11 4FA

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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 excited to arrive at nursery and are warmly greeted by the friendly staff team. Staff build strong relationships with babies' from the start. They follow babies' personal routines and respond to their sounds and smiles, which helps them to feel safe and at home at the nursery. Older children are pleased to see their friends and give each other cuddles. They learn to cooperate and play together well. For example, they take turns to pour the ingredients to create a volcano eruption.

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The provision is good

Children relish the opportunities to develop their physical skills outdoors. Staff teach them to jump over hurdles, balance on stepping stones and roll big tyres. Children gain confidence in their abilities as staff give them lots of praise and encouragement to try new skills. Children develop their imaginations as they join in with role play games, such as the hair salon and medical centre. Additionally, this helps children develop language skills and talk about their personal experiences.

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The provision is good

The provider is highly ambitious for children's learning. The curriculum intent is well-sequenced so that children have opportunities to build on what they already know and can do. Staff focus on developing children's personal, social and emotional development so that they develop the skills they will need to start school, such as having confidence to ask for help and independently dress themselves.

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need to do better?

n The quality of teaching is good. Staff have a good understanding of what it is they want children to learn. They interact well with children and model how to use resources. Staff introduce challenging new words during children's play, such as 'bandages' and 'eruption' which extends children's vocabulary. All children make good progress. n Staff use their observations and assessments of children's learning effectively to identify the next steps in children's learning. Information is shared well between all members of staff and parents, which means children receive a consistent approach to their learning. n At times, some activities are not tailored sufficiently to support all children to join in, particularly during group activities. This means some children are not challenged as much as they could be, or find the activity too challenging to maintain their attention. However, this does not impact on children's enjoyment

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need to do better?

of the planned activities overall. n Children with special educational needs and/or disability (SEND) are identified and supported well. Staff liaise with parents to put plans in place to meet their needs. There are effective strategies in place to share information about

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need to do better?

29 April 2025 children's progress. n Children develop skills to become independent. Older children learn to use tongs to serve themselves at snack time and pour their own drinks. Staff teach children how to keep themselves safe, such as reminding them to sit down on their chair and explain the reason for this. This teaches children important skills for later life. n Children generally behave well. Staff support children to follow the 'golden rules' such as using walking feet indoors. However, at times, children have to wait too long during transitions which leads to some children struggling to regulate their behaviour. n Children develop positive attitudes to learning. Toddlers are curious to explore the texture of jelly and preserve to put on plastic gloves by themselves. Children have opportunities to practice these skills which means their learning is embedded well. n Leaders and managers develop good partnerships with parents. Parents receive

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need to do better?

regular updates on their children's development through daily conversations and updates via a digital app. Parents speak highly of kind, nurturing staff and the many things their children learn. n Staff feel well-supported by leaders and managers. They receive feedback on their practice and have opportunities to develop their skills through training and coaching. Staff have a good understanding of their roles and responsibilities to support children learning. n Leaders and managers are highly reflective. They frequently evaluate their provision and identify areas for further development. They develop links with other professionals, such as the local schools, to prepare children for the next stage in their learning.

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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 transition planning throughout the day to support children manage their emotions and behaviour n continue to develop group session planning so the needs of all children are consistently met.

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Setting details

Unique reference number 2715444 Local authority Wandsworth Inspection number 10395912 Type of provision Childcare on non-domestic premises

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Registers

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

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inspection

Total number of places 102 Number of children on roll 90 Name of registered person Kido Schools UK Limited

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reference number

Telephone number 02033940406 Date of previous inspection Not applicable

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Information about this early years setting

Kido Battersea registered in January 2023 in the London Borough of Wandsworth. They are one of 13 nurseries operated by Kido Schools UK Limited. The setting is open Monday to Friday, 7:30am to 6:30pm all year round. There are seven members of staff, six of whom hold relevant level 3 qualifications. The nursery receives government funded places for eligible children.

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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 told the inspector about their friends and what they like to do when they are at nursery. 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 manager, deputy manager and the inspector carried out joint observations of group activities. n The inspector spoke to several parents during the inspection and took account of their views.

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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

29 April 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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