Kiddi Caru Day Nursery Webbs Wood Road

Inspection of Kiddi Caru Day Nursery Webbs Wood Road Unit 4 & 6 Baileys Court, Webbs Wood Road, Bradley Stoke Bristol BS32 8EJ

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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

Staff build warm, attentive and nurturing relationships with children, creating a calm and emotionally secure environment. They promote children's exploration, independence and familiarity with routines at the setting. Staff engage children by skilfully weaving their interests into play and learning and respond quickly to children's individual needs.

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The provision is good

The curriculum is designed to broaden children's experiences through connections with nature and home. There is a strong emphasis on creating a language-rich environment, where communication and curiosity are nurtured through everyday experiences. The curriculum has been shaped by the staff team, based on a clear understanding of what children need to learn and why. This collaborative process has resulted in a well-structured curriculum that staff take pride in, giving them a strong sense of ownership and shared purpose.

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The provision is good

Staff place a strong importance on reading stories and using books to support children's learning. Leaders have implemented a lending library to support early literacy through themed story bags. Familiar stories engage children as they join in with repeated refrains and identify characters and settings, such as 'fox' and 'ocean'. Parents report that this enthusiasm continues at home, especially during bedtime reading. This strengthens early literacy skills and nurtures a lasting love of books.

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need to do better?

n Children enjoy structured activities like 'Sing and Sign,' and focused vocabulary support to enhance their communication and language development. Staff model age-appropriate language, using single words and descriptive terms, such as 'brush, squeeze,' and 'poke' to support early language acquisition. However, the frequent use of closed-ended questions limits children's opportunities to use words to express their ideas, think through problems and deepen their engagement. n Children enjoy daily access to a well-planned outdoor environment. For example, very young children scoop sand into different containers and toddle around the garden. Older children use stepping stones, set at different heights and distances from each other to develop their gross motor skills and coordination. Children make good progress in their physical development. n Sensory exploration is a strong feature throughout the setting, with water,

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need to do better?

sponges and textured play dough used effectively to develop children's curiosity. Children with special educational needs and/or disabilities (SEND), receive attentive support from staff. However, in some cases, tailored strategies and visual supports are lacking, limiting opportunities to fully enhance

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need to do better?

19 September 2025 communication and engagement to develop children's learning further. n Feedback to staff is embedded through planned inductions and monthly supervision check ins, leading to timely and thoughtful adjustments to practice. Staff meetings effectively communicate curriculum intent, clarify expectations and encourage reflective practice. Leaders prioritise staff well-being, supporting both emotional and physical health in the workplace. n Staff foster inclusion through meaningful celebrations of cultural diversity, avoiding tokenism and promoting genuine understanding. Children are supported to recognise and respect similarities and differences through stories, discussions and culturally relevant resources. n Staff make thoughtful adjustments to support dietary needs and encourage positive eating habits. Children prepare their own snack, and they explore the different textures as they cut up fruit. Staff sit alongside children during lunch

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need to do better?

and children enjoy healthy and nutritious food prepared by the partner setting nearby. Care practices, such as sleep and feeding patterns, are closely followed from home. n Parent partnerships are strong, supported by regular events, such as parents' evenings, themed picnics and open days. A dedicated parents' board shares key information, including sustainability initiatives and upcoming events, complemented by newsletters and daily updates that capture each child's experiences. n Staff recognise and praise children's positive behaviours and demonstrate an understanding of how to help children to regulate their own behaviour. For example, giving families ideas of how to support their children at home, such as using sand timers to support children's good behaviour during transitions. Staff are gentle and positive in their interactions with children and model a calm, respectful manner.

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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 enhance the professional development of staff to build on ways to ask children more purposeful questions to develop children's thinking skills and communication further n support staff to effectively implement strategies to help all children, particularly those with SEND, to communicate their needs.

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Setting details

Unique reference number 2734120 Local authority South Gloucestershire Inspection number 10407291 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 51 Number of children on roll 11 Name of registered person The Childcare Corporation Limited

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reference number

Telephone number 0117 979 4190 Date of previous inspection Not applicable

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Information about this early years setting

Kiddi Caru Day Nursery Webbs Wood Road registered in 2023. It is based in the Bradley Stoke area of Bristol. The setting is open 7.30am to 6pm, Monday to Friday throughout the year. The setting employs six members of staff. Of these, four hold an appropriate level 3 qualification, one holds a level 2 and one is unqualified. The setting offers government funded places.

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Inspection activities

n The manager and inspector completed a learning walk together of all areas of the setting and discussed the early years curriculum. 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 carried out a joint observation of a group activity with the manager. n The inspector talked to staff at appropriate times during the inspection and took account of their views. 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

19 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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