kGems Day Nursery - Islington

Inspection of kGems Day Nursery - Islington 85 St. Pauls Road, Islington N1 2NA

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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 quickly separate from their parents and engage with activities that staff provide. Children show they have strong bonds with staff at the nursery as they seek out their familiar adult who greets them with a smile. Children receive praise from staff when they follow instructions, helping to raise their self-esteem. Staff are nurturing and comforting, offering cuddles to babies, particularly when they are unwell.

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The provision is good

Staff have high expectations, and all children are making good progress, including those from disadvantaged backgrounds and with special educational needs and/or disabilities (SEND). Learning is tailored within an overarching topic of interest for older children linked to children's individual needs and interests. Children are enthusiastic to learn and to share their new knowledge. For example, younger children eagerly request the colours they want for their painting, and older children share their knowledge of how to make play dough.

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The provision is good

Children develop a positive attitude towards their learning. Older children understand the procedure as they prepare to go on a trip to the local park. This supports children to develop their physical skills and learn about the local community. They are well prepared for their next stage of learning, including their eventual move on to school.

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need to do better?

n Children's learning is sequenced well. Staff plan opportunities for children to build on what they know and can do. For example, babies learn to scoop at the sensory tray, while older children strengthen their small hand muscles as they chop fruit for a fruit salad. This helps develop their hand muscles for further skills, such as early writing. All children make good progress. n Overall, staff are deployed well and children engage in both adult-led activities and those of their own choosing. However, communication between staff is not always consistent, particularly for new or less-experienced team members. At times, staff prioritise small groups or tidying tasks rather than considering where their support and interactions would have the greatest impact. This means that, at these times, children's needs are not always met. n Generally, staff interactions are of good quality. Children thoroughly enjoy open-

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need to do better?

ended play, such as exploring with paint or play dough and looking for spiders and spider webs in the garden. However, at times, staff do not recognise when activities can be developed to support children to engage in purposeful learning interactions that interest and challenge them. This means that, occasionally, children's attitudes to learning are not consistently promoted. n Leaders recognise how to support children who may have SEND. They ensure

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need to do better?

21 August 2025 that all staff are aware of the strategies in place to support children, such as the use of Makaton signing to support children's communication skills. Staff also work closely with other professionals, including speech and language therapists and local authority advisers, to implement collaborative plans for children. Through this, children benefit from a shared approach to their learning. n Children have effective communication, language and literacy skills. Staff eagerly describe what children are doing and ask a variety of questions. Children enjoy a wide variety of stories read by staff to support children's language and literacy skills. n Staff carry out children's hygiene routines with care and respect. For instance, staff kindly and sensitively ask children if they can change their nappy. Children respond positively. They have friendly conversations, and the staff discuss with them what they are doing. Staff promote children's emotional security through

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need to do better?

this discreet and respectful experience. n Parents speak highly of the nursery, staff and management. They comment that communication is very good, so they know what their children have been doing and what they can do to help their children develop further. n Leaders regularly review the effectiveness of the education and environment provided at the nursery. They implement training plans to ensure that staff are kept up to date with changes. Staff discuss that they receive regular supervision sessions and how targeted training has supported them in their role. The culture around ongoing self-evaluation and continuous development is positive and supports children's continual development and 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 review staffing arrangements to ensure children always benefit from consistently high-quality practice n develop staff interactions to increase children's attention and focus on learning during activities.

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Setting details

Unique reference number 2753657 Local authority Islington Inspection number 10412318 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 49 Number of children on roll 37 Name of registered person kGems Islington Ltd

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reference number

Telephone number 020 8050 8001 Date of previous inspection Not applicable

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Information about this early years setting

kGems day Nursery - Islington registered in 2023. It is situated in the London borough of Islington. It operates Monday to Friday, 7.30am to 6pm, for 51 weeks of the year. The nursery employs 19 staff including the kitchen staff. Of these, the manager holds a level 6 qualification. The nursery offers government funding for children in the early years age range.

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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 children to learn. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n Staff spoke to the inspector about how they support children with SEND. 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 observed the interactions between staff and children. n The manager and the inspector carried out a joint observation and discussed the learning. n The inspector spoke to several parents during the inspection and took account of their views. n The manager showed the inspector documentation to demonstrate the suitability of staff.

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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 August 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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