Kids Inc Day Nursery

Kids Inc Day Nursery

Unique reference number (URN): EY292060 Address: 81-85 York Road, Ilford, Essex, IG1 3AF Type: Childcare on non-domestic premises Registered with Ofsted: 02/11/2004 Registers: EYR, CCR Registered person: Select Enterprises (South East) Limited

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Inclusion Strong standard

Staff celebrate children's differences within this inclusive nursery. They work extremely well together to identify any children special educational needs and/or disabilities swiftly and put support in place to enable them to reach their potential. They do this with the support and involvement of parents and carers and external professionals, as appropriate. As such all children, regardless of any barriers they may face, make positive progress.

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Inclusion Strong standard

Children who speak English as an additional language receive support to enable them to remain fully involved in the nursery activities and routine, while also building their skills in English. Staff use key words in children's first languages alongside English, as well as using visuals and objects of reference to support their understanding and involvement.

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Inclusion Strong standard

Children learn about the diversity of culture in their local community through community links and events. For example, they visit the local care home and read stories with the older generations. Staff welcome families into the nursery to help them to celebrate events, such as Christmas and Diwali. They welcome extended families, such as with a 'Grandparents day'. Through these events, children begin to understand the importance of their place in the community and understand the differences of others.

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Inclusion Strong standard

Leaders and staff take a graduated approach to providing additional support. Staff are well trained to recognise when a child may need some additional support and the procedures in place mean that no child is left behind.

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Achievement Expected standard

Children develop their communication and language skills well. They become confident and natural communicators. The youngest children move from early vocalisations and babbling to using single words; toddlers begin to construct short sentences; and older children develop the ability to express their needs, wants, and ideas clearly and confidently. While all children leave the nursery with a solid foundation for language and communication, preparing them well for the transition to school, they do not consistently progress further in their next steps in learning, to help them achieve even more.

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Behaviour, attitudes and establishing routines Expected standard

Children form warm, trusting and affectionate relationships with staff, which creates a secure and nurturing environment. They demonstrate excitement and confidence when sharing their ideas, engaging in games and celebrating achievements with staff. Children know their contributions are valued and acknowledged.

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Behaviour, attitudes and establishing routines Expected standard

Children display positive behaviour. Behaviour management strategies within the nursery focus on encouraging positive behaviour, while addressing each child's individual needs. Staff clearly communicate their expectations for behaviour to children, along with explanations to help them understand the reasons behind them. This is presented in different ways dependent on each child's individual age and stage of development. For example, staff simplify their reminders for younger children's behaviour, such as using 'kind hands'. Whereas, staff prompt older children to think more about their behaviour and consider their actions, such as what they use their hands for.

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Behaviour, attitudes and establishing routines Expected standard

Staff act as positive role models, consistently demonstrating empathy, respect and appropriate behaviour. As a result, children mirror these qualities in their interactions with their peers. They show kindness and consideration by inviting others to join their play, holding hands during group activities and offering comfort when they notice someone is upset. This culture of care and respect fosters strong friendships and a sense of belonging within the nursery community.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff work closely with families to ensure that children's attendance is a priority. Staff escalate concerns related to children's attendance appropriately. They educate parents and carers on the importance of regular attendance.

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Children's welfare and wellbeing Expected standard

Children's relationships with staff are a strength of this warm nursery. Children regularly turn to staff for comfort. They wave hello to them when they enter a room and want them engaged in their play and learning. This allows them to feel safe and confident in their environment.

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Children's welfare and wellbeing Expected standard

Staff dedicate time to meaningful interactions, listening attentively and engaging in conversations that help children to understand and manage their feelings. They offer practical solutions and gentle guidance, supporting children to regulate their emotions and develop strategies for coping with challenges. These approaches enable children to build resilience and respond to big emotions in a calm and constructive way. This promotes a harmonious atmosphere.

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Children's welfare and wellbeing Expected standard

Children receive extensive praise and warmth for their achievements. This helps to support their confidence and resilience, and gives them a positive sense of their own identity and independence. Staff know their key children well and can explain their likes, dislikes and next steps in learning. Leaders have identified that certain transitions and routines, such as mealtimes, would benefit from improvement. They continue to work closely with staff to ensure these enhancements are fully embedded. During these routines, there can be inconsistencies in promoting children's independence. While some staff actively encourage children to develop the skills needed for their next stage, others may complete tasks for children due to time pressures. For example, they dry pre-school children's hands after washing them for lunch, rather than encouraging them to do this themselves.

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Curriculum and teaching Expected standard

Staff develop a comprehensive understanding of each child's starting points across all areas of learning from the moment they join the nursery. They complete initial assessments to enable them to plan and deliver highly tailored learning experiences. This supports every child to make meaningful progress and achieve their next steps along their individual learning journey. However, staff do not precisely check the progress of children's next steps to extend these quickly.

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Curriculum and teaching Expected standard

The curriculum places children at it's heart. Staff ensure that children's interests shape engaging learning experiences. This approach fosters children's love of learning from an early age and supports their progress in knowledge, attention and wider development.

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Curriculum and teaching Expected standard

Children benefit from an environment rich in language. For example, younger children learn new words such as 'squeeze' while playing with play dough, while older children confidently retell stories using recently introduced vocabulary. Staff weave mathematical concepts seamlessly into children's play. For example, they count scoops of water outdoors. This helps children to develop confidence and positive attitudes towards mathematics.

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Curriculum and teaching Expected standard

Outdoor learning is a daily feature, promoting children's physical development through climbing and balancing activities. Staff also support children's fine motor skills, from toddlers using cutters in play dough to older children threading beads. Staff prioritise children's personal, social, and emotional development. They name emotions and guide children to manage their feelings effectively.

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Curriculum and teaching Expected standard

Staff carefully adapt activities so all children can access learning, regardless of starting points in development. For instance, toddlers make marks in sand using varied tools. Leaders have strengthened the curriculum through staff training. This ensures staff have a secure understanding of the foundations of children's learning and effective use of assessment to plan for children's interests, while covering all areas of development.

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Leadership and governance Expected standard

Leaders have a clear understanding of the nursery's strengths and have well-defined plans to address areas that would benefit from further improvement. Staff's practice is not yet consistent across the setting and while leaders use observations effectively to enhance staff's practice, this is an area identified as still requiring additional support. Leaders use supervision sessions purposefully to guide staff. They tailor professional development to staff's individual needs, taking into account training requests and preferred learning styles. Leaders continually evaluate and plan to develop staff's practice to improve outcomes for each individual child.

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Leadership and governance Expected standard

Leaders consider all children when making decisions within the nursery, with particular consideration given to how to best support those at most disadvantage. For example, leaders have started initiatives, such as having clothing for families to access if needed. These decisions allow children's overall wellbeing, as well as their learning, to be supported.

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Leadership and governance Expected standard

Leaders prioritise staff's wellbeing. Staff describe leaders as approachable and highly supportive. Staff feel valued and consider themselves an integral part of a close-knit and family-like team.

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Leadership and governance Expected standard

Leaders have made a deliberate effort to strengthen relationships with parents and carers. Parents appreciate the support provided not only to their children but to themselves as well. They express satisfaction with the progress their children have made since joining the nursery. Parents commend staff for openly sharing information about their children's learning, which enables them to continue supporting their children's development at home.

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Leadership and governance Expected standard

Parents are actively encouraged to be part of the nursery community. Events are organised to involve them in their children's learning and development. Staff share educational resources, such as guidance on topics like reducing dummy use as children grow older.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children show increasing levels of confidence and resilience at this welcoming and friendly nursery. The curriculum is ambitious and inclusive, ensuring that child are exposed to all areas of learning. Staff use observations and assessments to identify what each child needs to learn next and tailor activities accordingly. Learning experiences build on what children already know, helping them to progress confidently. Staff thoughtfully plan activities to reflect children's individual needs and interests. This sparks children's curiosity and begins a lifelong love of learning.

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What it's like to be a child at this setting

Every child is valued as an individual and their uniqueness is embraced. Staff actively promote children's understanding and respect for differences. They provide children with access to diverse resources, including books and activities that reflect a wide range of backgrounds. Parents and carers are welcomed into a nursery community. Staff provide regular opportunities for parents to be involved in nursery life and their children's learning. For example, they offer stay-and-play sessions, summer fetes and events for cultural celebrations. Staff take time to learn about each child's home lives and make adaptations within the setting so that no child is left behind. This approach supports children's achievement, while fostering their self-awareness and self-worth.

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What it's like to be a child at this setting

Children develop warm, trusting and affectionate relationships with the caring staff, creating a secure and nurturing environment. Children frequently seek out staff for reassurance, greet them warmly as they enter a room and eagerly involve them in their play and learning. As a result, children feel safe and cared for.

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What it's like to be a child at this setting

Leaders work closely with staff to help them identify effective learning opportunities and reflect on areas for improvement. This commitment to development, combined with a strong focus on inclusion, ensures that all children make progress across the curriculum alongside their peers. This gives every child a secure foundation for their future learning.

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Next steps

Leaders should continue to work with and support staff to embed all aspects of new routines, including promoting children's independence, particularly at mealtimes. Leaders should support staff to more precisely check the progress of children's next steps and extend these promptly once achieved, so that all children consistently extend their learning and development.

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About this inspection

The inspector spoke with leaders, staff, the special educational needs and/or disabilities coordinator, parents and carers and children during the inspection.

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About this inspection

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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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Select Enterprises (South East) Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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