Kids - Joy Nursery

Inspection of Kids - Joy Nursery 5-9 Peall Road, London, England CR0 3EX

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Overall effectiveness Requires improvement

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

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The provision requires improvement

The provider has taken steps to improve since the last inspection. They have engaged with the local authority to put plans in place to improve the provision. They have introduced more natural materials outdoors to extend children's learning about the world around them. Leaders and managers have developed a curriculum that meets the needs of the children in the local community overall. However, there remain weaknesses in the provision for babies and very young children, which means the quality of care is not yet good.

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The provision requires improvement

Despite this, children develop good relationships with the caring staff team. They confidently say goodbye to their parents and are excited to see their friends. Children play well together and make friends. They chat to each other at mealtimes and cooperate during role-play games. Babies respond with smiles and coos as staff sing rhymes to them. Staff join in with children's play and model how to use the resources. Older children learn to take responsibility for daily tasks. For example, they take the water bottles out to the garden. Staff teach simple rules to regulate their behaviour, such as using 'indoor voices' and 'kind hands'. Toddlers learn to share as they practise taking turns while playing with dough and cutters.

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need to do better?

n Leaders and managers have taken steps to develop the curriculum. There is a focus on developing children's communication and language skills and teaching them to regulate their behaviour before they start school. Staff follow older children's interests to plan learning experiences, such as opportunities for imaginative shopping role play. n Although leaders explain the learning intentions for younger children and babies, this is not yet embedded in practice. Babies have few opportunities to develop their physical skills. Staff frequently carry them around or sit them in bouncer chairs. This impacts on the babies access to resources that stimulate their development. n Children have an allocated key person, who knows them well. The key persons use observations to identify the next steps in children's learning. However, they do not consistently use this information to tailor the planning to meet children's

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need to do better?

individual needs. There are times when some children are not supported as well as they could be, which impacts on the progress they make. n Despite this, staff support children's communication and language development well. Children join in with familiar songs and rhymes. Staff extended children's vocabulary by encouraging them to name the vegetables they put in their basket. Older children learn the language to explain their feelings, which prepares them for the next stage in their learning. n Staff promote an interest in books. Babies and toddlers reach out to touch the

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need to do better?

10 July 2025 pages and are interested in the pictures. Pre-school children retell their favourite stories and learn to turn the pages with care. Children learn skills that will support their future reading skills. n Weaknesses in the planning of the environment mean that the learning experiences for children are inconsistent. At times, there are insufficient resources set out, which means some children become bored. This leads to a chaotic environment as children struggle to find something to do. n Having said this, children develop positive attitudes to learning overall. Children behave well in general. They focus on activities that capture their interest, such as making marks with paint and brushes. Pre-school children persevere to complete tasks, such as cutting an apple and threading beads. n Children learn to be independent. They wash their hands before meals and learn to serve their own food. Older children learn to safely use a knife to cut their

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need to do better?

fruit, which teaches them skills for later life. n Partnerships with parents are good. Parents say they receive frequent updates on their children's learning. They feel well supported by the staff, who provide them with advice on how to support their children's learning at home. n Leaders and managers support staff well. They act as positive role models for staff, and sensitively intervene to provide guidance as required. They are implementing plans for further training with the local authority to continue the development of the provision.

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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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Due date

implement a curriculum that meets the needs of babies and very young children so their learning and development is sufficiently stimulated to a good level 15/08/2025

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Due date

improve the planning arrangements so children have a wide variety of learning experiences throughout the day. 15/08/2025

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should:

10 July 2025 n strengthen the key-person arrangements so that staff use what they know about children to tailor planning to meet children's individual needs.

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Setting details

Unique reference number 2690662 Local authority Croydon Inspection number 10409528 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 30 Number of children on roll 30 Name of registered person Buckman, Nina

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reference number

Telephone number 07538703909 Date of previous inspection 7 January 2025

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Information about this early years setting

Kids - Joy Nursery registered in 2022 and it is located in the London Borough of Croydon. It is open Monday to Friday, from 7.30am to 6pm, for 51 weeks of the year, closing for a week at Christmas and on bank holidays. The nursery currently employs seven staff members. Of these, four hold early years qualifications at level 3 and level 4. The nursery offers government funded places for childcare.

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Inspection activities

n The deputy manager and the inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n Children spoke to the inspector about what they enjoy doing while at the 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 deputy manager and the inspector carried out a joint observation of a small- group activity. 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

10 July 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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