Kinder Day Nursery

Inspection of Kinder Day Nursery 122 - 123 Livery Street, Birmingham, West Midlands B3 1RS

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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

Staff welcome children and their parents warmly on arrival. The effective key- person system supports the development of positive and trusting relationships. Each child has an individual peg for their belongings, which promotes independence and helps them develop a strong sense of belonging. Children return after the summer break eager to engage with nursery life. For those who need a little extra reassurance, staff respond promptly with comfort and gentle distraction. This further supports children's emotional security and, as a result, they quickly feel confident and ready to play and learn.

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The provision is good

The setting provides high-quality resources that support all children's development. Staff ensure that children's identities, home languages and traditions are celebrated through daily routines and displays, such as the 'My Family' wall. The environment promotes choice, with children able to access resources freely alongside engaging adult-led activities. For example, two-year-olds enjoy mark making in squishy paint bags, while older children take part in shopping role play, creating their own lists. These experiences foster independence, creativity and imagination. As a result, children are motivated to learn and develop the skills and confidence they need for their next stage in education.

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The provision is good

Staff set clear and consistent expectations for behaviour. For example, they remind children to wait their turn and to share, modelling positive interactions throughout the day. As a result, children cooperate well, show respect for others and behave beautifully.

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need to do better?

n Staff provide an ambitious play-based curriculum supporting development across all areas of learning. During dough activities, children choose resources and use tools to cut, squeeze and roll, strengthening hand muscles and developing fine motor skills needed for later learning. Staff model actions and reinforce vocabulary, such as 'roll' and 'pat', while naming shapes and colours. This approach introduces early mathematical ideas and extends children's vocabulary. n Staff promote children's wider personal development through meaningful experiences in the local community. For example, children regularly visit the supermarket and park, where they explore their surroundings and learn social skills and road safety. Inclusive resources and planned opportunities, such as cultural celebrations, further promote respect for others and a strong sense of belonging. As a result, children gain confidence, develop an understanding of

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need to do better?

the world and are prepared for the next stage of their education. n Staff support children's emotional well-being and self-control by modelling and explaining the cause and effect of actions, for example, explaining that sand

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need to do better?

8 September 2025 should stay in the tray to prevent it hurting others. They also promote communication and emotional literacy through shared stories, drawing attention to characters' facial expressions and encouraging children to recognise and explain their feelings. As a result, children can confidently identify feelings, develop empathy and form positive relationships with others. n Children engage in a wide range of activities that support their learning and development. Staff support learning through observation, questioning and meaningful interactions. However, a lack of consistent routines limits children's ability to fully lead their play. For example, staff stop children who are fully engrossed in their play to go and do something else. These sudden transitions disrupt learning and leave children uncertain about what they should be doing. n Children lead their play and show high levels of interest and engagement. Staff

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need to do better?

generally support this well but are not always quick to adapt their approach or use children's choices to extend learning. For example, children are sometimes directed to adult-led activities rather than following their own interests. As a result, while some children receive focused attention, others may miss opportunities to engage fully or develop their chosen play further. n Staff prioritise children's health and well-being at mealtimes. They create a safe and nurturing environment where children develop independence, self-care and social skills. Children confidently drink from open cups and eat freshly prepared, nutritious foods. Staff ensure that good hygiene practices are followed and promote discussions about healthy choices and where food comes from. This enhances children's understanding of nutrition and the world around them as they develop healthy lifestyle habits. n Leaders provide regular guidance and support to staff, using meetings to share

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need to do better?

essential updates. Staff benefit from a range of professional development opportunities, promoting consistently strong practice. Parents are highly positive. They appreciate the clear communication, practical guidance and inclusive approaches that support the best outcomes for children.

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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 daily routines to ensure smooth transitions between activities n ensure that all children receive consistent, focused adult interactions and opportunities to extend their learning through their chosen play.

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Setting details

Unique reference number EY152753 Local authority Birmingham Inspection number 10394872 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 40 Number of children on roll 18 Name of registered person Aprex Limited

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reference number

Telephone number 0121 236 5959 Date of previous inspection 30 September 2019

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Information about this early years setting

Kinder Day Nursery registered in 2001. The nursery employs five members of childcare staff. Of these, three hold a level 6 qualification and two hold qualifications at level 3. The nursery operates from Monday to Friday all year round. Sessions are from 8am to 6pm. The nursery provides funded early education for children from the ages of nine months to four years.

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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 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 and assessed the impact that this is having on the children's learning n The inspector and the manager carried out a joint observation of an activity in pre-school. n The inspector spoke to 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. n The inspector met with the management team to discuss the leadership and management of 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

8 September 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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