Kiddies Kingdom

Kiddies Kingdom

Unique reference number (URN): EY553772 Address: Kiddies Kingdom, 1a, Maidenhall Road, Luton, Bedfordshire, LU4 8JZ Type: Childcare on non-domestic premises Registered with Ofsted: 22/12/2017 Registers: EYR, CCR Registered person: Kiddies Kingdom (MR) Ltd

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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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Behaviour, attitudes and establishing routines Expected standard

Leaders have established a positive environment. They recognise the challenges they have faced and ensure that children and families remain at the heart of what they do. Leaders promote an inclusive and respectful environment where all families are welcome.

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Behaviour, attitudes and establishing routines Expected standard

Children typically demonstrate that they know the rules and routines well. For example, older children know to wash their hands before completing a food-based activity. Younger children know what they need to do when getting ready to access the garden. These activities help children to develop independence skills successfully. Staff are gentle and patient. Older children comfort their friends, demonstrating that they learn how to treat others with kindness and care.

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Behaviour, attitudes and establishing routines Expected standard

Outdoors, children cooperate well. They share painting tools and work together to decant paint from large bottles to a painting tray. In the main, staff support children by modelling calm behaviour, offering reassurance and using simple, clear language.

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Behaviour, attitudes and establishing routines Expected standard

Children are familiar with daily routines and generally move between activities with confidence. As a result, children develop appropriate behaviours and positive attitudes. This promotes a safe and purposeful learning environment. Leaders monitor children's attendance carefully. They follow up unexplained absences promptly to ensure that children are safe.

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Children's welfare and wellbeing Expected standard

Staff form secure attachments with their key children, who gain a sense of belonging. They manage children's care needs sensitively and promote these consistently well. Staff gather a wealth of information about all children before they start at the setting to support them to settle in. This enables staff to use children's interests to create activities. As a result, children settle quickly into the setting.

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Children's welfare and wellbeing Expected standard

Leaders typically work closely with families to support their understanding of healthy eating. For example, children and families receive advice on healthy lunch boxes. Staff talk to parents and children about items that are best placed in their lunch boxes. Children demonstrate a sound understand of healthy foods. For example, older children identify that sweetcorn is a healthy option to put on top of their pizzas as they make them. Staff talk to children about different foods they may have at home and whether they are healthy or unhealthy. This supports children's knowledge of healthier foods effectively and helps them to develop healthy habits for the future.

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Children's welfare and wellbeing Expected standard

Relationships between staff and children are warm and responsive. This supports children's emotional wellbeing successfully, and, as a result, children manage their own emotions. Staff use emotion cards to support children who find it more difficult to understand how they are feeling. They are confident to ask for support from trusted staff. Generally, routines are embedded, and children learn to keep themselves healthy and safe.

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Leadership and governance Expected standard

Leaders recognise the journey they have been on and have prioritised staff training. However, they are aware that this needs embedding even further. Leaders have ensured that staff have secure knowledge and understanding of their safeguarding responsibilities. Leaders are positive and proactive about the future and are committed to ensuring that children and families receive high standards of care and education. Leaders have effective plans to ensure that improvements are swift and effective. Leaders are in the process of prioritising the development of staff's practice and the impact on children's learning and development. Leaders recognise that this takes time.

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Leadership and governance Expected standard

Children with special educational needs and/or disabilities receive appropriate support to help them to access guidance from other professionals. Leaders promote partnership working with parents and other professionals to provide children with consistency. Staff have access to a wide range of training opportunities. However, these do not always impact on the quality of teaching in the setting or support children who speak English as an additional language.

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Leadership and governance Expected standard

Leaders encourage staff to share learning with each other to provide consistency in practice for all. Regular one-to-one sessions support staff's ongoing development and wellbeing. Staff comment on how they feel fully supported by leaders. The provider has created a positive culture that is embedded throughout this setting.

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Achievement Needs attention

Children's achievement is inconsistent across the nursery, particularly the achievement of children who speak English as an additional language. Support plans are in place to provide staff with knowledge of how to ensure that all children are included in all activities. However, these are not always followed. For example, when reading stories with the oldest children, staff fail to create ways for children whose understanding of English is limited to be involved. As a result, these children become disengaged, and, therefore, learning is limited.

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Achievement Needs attention

Younger children make better progress because they enjoy a wide range of interesting, motivating and exciting play experiences to support all areas of learning. They use mathematical language as they build towers with blocks in the sand tray. Children build on their early writing skills as they make marks with large coloured chalk. They talk with staff about what they are drawing and share the different colours well. Staff join activities and use their knowledge of child development to build on what children already know and can do. Children spend long periods of time concentrating at activities.

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Curriculum and teaching Needs attention

There are some inconsistencies in the quality of the teaching of the curriculum. For example, staff do not consistently know when to use their interactions with children to extend their learning or talk through activities to develop children's language. This means that, at times, staff cannot support children to achieve to the best of their abilities. Leaders have worked with staff to enhance their interactions and ensure that activities are planned with children's interests and next steps in mind. However, although staff understand the intent for activities, they do not have the skills and knowledge of how to implement this.

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Curriculum and teaching Needs attention

Leaders demonstrate a passionate commitment to improving the curriculum for all children, including those where there are barriers to learning. They have successfully designed a broad framework that focuses on learning through play. There is a focus on providing opportunities to cover all areas of learning. However, some children's experiences are of higher quality. Staff monitor children's progress and development through ongoing observations and regular assessments. They use this knowledge to quickly identify gaps in children's learning and development. Staff notice what children enjoy doing and provide activities to interest them. In some rooms, staff thoughtfully provide children with purposeful and interesting invitations to explore and investigate. Children enjoy outdoor learning in the small garden area or on walks out in the local area. This helps to promote children's physical development and their wellbeing.

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Inclusion Needs attention

Leaders recognise that, although progress has been made in supporting children with barriers to their learning, this needs to be prioritised further. There are action plans in place to build on the knowledge staff require to support children who speak English as an additional language. Leaders are working closely with the local authority to support training and enhance these interactions.

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Inclusion Needs attention

Staff show varying levels of confidence in adapting the curriculum to meet children's individual needs. As a result, activities are not consistently planned or adapted well enough to ensure that they are accessible to all children. For children who speak English as an additional language, interactions do not consistently support their next steps in learning. Therefore, they do not have consistent opportunities to build on what they already know and can do. Leaders have not ensured that all staff understand how to support children who speak English as an additional language during activities. They do not ensure that all staff have the skills to be able to adapt their practice at group activities to include all children.

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Inclusion Needs attention

Leaders and staff are committed to supporting all children, including those with special educational needs and/or disabilities. They work closely with parents and external professionals to ensure that accurate assessments capture children's emerging needs. Leaders ensure that referrals are completed in a timely manner, gathering supporting evidence from professionals. This means children have plans in place ready for their move to the next stage of their education.

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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

Staff have secure procedures in place to identify and support children who may have barriers to their learning. These children benefit from tailored care and targeted support plans. This helps to ensure that children with special educational needs and/or disabilities are well prepared for their next stages of learning. However, these processes have not been enhanced further for those children who speak English as an additional language. This does not ensure that these children receive support to make progress in all areas of their learning and development.

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

Children form positive, warm and trusting relationships with staff. Younger children are reassured by staff's close contact and seek them out for comfort. Staff know children well and understand how to support them on arrival to the setting and throughout the day. Leaders have adapted the information they gather from parents and carers. For example, staff speak to parents about their plans for outside of nursery or weekends. This creates more opportunities for staff to talk to children about their home lives, which they enjoy. Children are happy and behave well. Staff role model positive behaviour. They speak to children in a calm and quiet manner, which helps to create a positive learning environment for all.

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

Staff work closely with parents to highlight the importance of regular attendance and the positive impact this has on their children's development. Staff are positive role models. Children respond with smiles when they receive praise and encouragement to have a go by kind and caring staff. This supports all children's confidence in their own abilities and in readiness for school.

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About this setting

Unique reference number (URN): EY553772 Children seek reassurance from familiar staff if they need comfort. Staff respond sensitively, enabling children to quickly reengage with their peers. Children of all ages demonstrate their independence. Younger children receive support to make choices about what activities they want to engage in. They benefit from encouragement by staff to try and feed themselves using cutlery.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

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Action Completion Date

enhance staff's ability to implement the setting's curriculum and differentiate activities and ensure high- quality teaching across the setting 10/06/2026

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Action Completion Date

improve staff's knowledge further on how to provide opportunities for children who speak English as an additional language to develop their communication and understanding skills 10/06/2026

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About this inspection

The inspector spoke with leaders, staff, the special educational needs coordinator, children and parents and carers 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:

Kiddies Kingdom 1a, Maidenhall Road Luton Bedfordshire LU4 8JZ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Kiddies Kingdom (MR) Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:45 - 15:15

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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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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