Cleverkidz

Cleverkidz

Unique reference number (URN): EY278278 Address: Tithe Farm Road, Houghton Regis, Dunstable, Bedfordshire, LU5 5JB Type: Childcare on non-domestic premises Registered with Ofsted: 27/05/2004 Registers: EYR, CCR, VCR Registered person: Cleverkidz 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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Children's welfare and wellbeing Expected standard

Leaders have supported staff to develop their knowledge of the key-person responsibilities since the last visit. They have embedded the well-established key-person system further and ensure that staff have a secure understanding of their responsibilities as a key person.

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Children's welfare and wellbeing Expected standard

Staff begin to build relationships with children from the moment they start at the setting, which helps children settle quickly and become ready to learn. Staff are caring, warm and attentive to children's individual needs. They demonstrate secure knowledge of safer sleeping practices and have recently introduced floor beds to further support these practices. For children with medical needs, staff are sensitive and ensure that they receive timely and effective care.

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Children's welfare and wellbeing Expected standard

Children develop secure foundations in understanding how to lead healthy lifestyles. Some children are provided with healthy, home-cooked meals, while others bring lunchboxes from home. In these cases, staff support parents to ensure that these are well balanced. Children also learn that physical exercise, alongside opportunities for rest, helps to support their overall wellbeing.

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Children's welfare and wellbeing Expected standard

In some areas of the setting, clear and predictable routines help children feel secure and support their individual needs. This enables all children, including those who may face barriers to their learning, to settle well, regulate their behaviour and engage confidently in learning and play. However, these routines are not consistent across the setting and are not always introduced effectively when children move between rooms.

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Inclusion Expected standard

Leaders show a proactive approach in identifying children who require additional support. Typically, staff are knowledgeable about supporting children with special educational needs and/or disabilities (SEND) or other barriers to learning. This includes children known (or previously known) to children's social services. Leaders and staff work well alongside other professionals to ensure that care plans support children to make identified next steps. Staff implement appropriate strategies to support children's learning needs. For example, they use visual aids or objects of reference to help children understand what is coming next in the daily routine.

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Inclusion Expected standard

Overall, leaders monitor the progress of children with SEND effectively. They support key persons and parents in implementing targeted interventions to help children close identified gaps in their learning and development, such as speech and language. Leaders have identified training opportunities for staff to ensure that they have the skills and knowledge to support all children who attend the setting.

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Inclusion Expected standard

Additional funding, such as the early years pupil premium, is used effectively to benefit children. For example, the setting has purchased additional garden equipment to support children who do not have access to outdoor spaces at home.

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Achievement Needs attention

Children's enjoyment and engagement do not typically result in the progress they are capable of. As a result, children do not make appropriate progress from their starting points in development. They do not become as well prepared as they should be for their next stage of learning.

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Achievement Needs attention

Children have opportunities to develop their communication and language skills, for example, through stories being read to them and group singing times. However, not all activities sustain children's attention, and they become distracted and wander off. These times are not purposeful enough to ensure that children really benefit from the teaching aims.

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Achievement Needs attention

Children do make some progress in their learning and development. However, this progress is not consistent for all children. Some children find it difficult to sustain attention and engagement during experiences. This limits the extent to which they deepen their understanding or build on existing knowledge. As a result, progress across areas of development is variable, and some children do not achieve as well as they could from their starting points.

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Behaviour, attitudes and establishing routines Needs attention

Staff support children's overall wellbeing. However, there are inconsistencies in how staff help children understand routines. For example, when outside in the garden, children do not always understand the expectations placed upon them, and staff do not consistently provide guidance to support their understanding of what they are meant to be doing. This impacts children's behaviour, and they are sometimes left unsure of purpose or direction.

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Behaviour, attitudes and establishing routines Needs attention

Staff set clear and consistent behavioural boundaries and reinforce these appropriately when needed. For example, children understand that they must use 'walking feet' indoors, and when younger children climb on furniture, staff remind them to keep their feet on the floor to keep themselves safe. Staff also support children to learn how to take turns, be kind and play alongside their peers. This helps children develop an understanding of positive behaviour expectations.

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Behaviour, attitudes and establishing routines Needs attention

Leaders have clear procedures in place for recording and monitoring children's attendance. They work with parents to promote punctuality and contact those who do not attend. This helps parents understand the importance of attendance and its impact on attainment.

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Behaviour, attitudes and establishing routines Needs attention

Staff are positive role models. Children develop warm, respectful relationships with their key person and peers. For example, children help each other to build a train track. Staff support children in a caring manner when transitioning into the setting. This helps children to settle.

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Curriculum and teaching Needs attention

The curriculum is not yet well sequenced or consistently implemented. As a result, children do not consistently build their knowledge and skills progressively over time. Planning is often activity-led rather than based on children's individual learning needs. Staff design activities with specific learning intentions, but these do not always align with the needs of the children in the room, which limits learning progression. Staff teaching relies heavily on adult direction and closed questioning. This restricts opportunities for children to develop their thinking skills and deepen their learning. In addition, staff do not consistently recognise when to use interactions to extend children's learning during play.

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Curriculum and teaching Needs attention

Leaders understand that the quality of the curriculum varies across rooms, and some staff require further support to implement it with confidence and clarity. They are aware that improvements are needed to strengthen consistency in the curriculum and teaching. Support plans for children with barriers to their learning are implemented effectively. Staff are aware of how to use these to ensure that all children can access activities, and adaptations are put into place for those who need them.

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Curriculum and teaching Needs attention

Staff are caring and enthusiastic. Children engage in a range of activities and move excitedly around the room to explore what is available. For example, in the baby room, staff support children's physical development and communication and language effectively through sensory experiences, repetition and responsive interactions.

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Leadership and governance Needs attention

Leaders demonstrate that they lack precision in ensuring that appropriate action is taken to bring about ongoing improvements in staff's understanding and implementation of the curriculum. They show that they have capacity to improve and have successfully addressed some actions from the last visit. Leaders have begun to develop processes to strengthen their oversight of the setting since the last visit. However, as these are new, their impact is not yet evident. Leaders recognise that these processes will need time to become fully embedded. Leaders have worked closely with the staff team to enhance their understanding of their roles and responsibilities across the setting. Staff comment on how confident they now feel and how much they appreciate the support they have received.

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Leadership and governance Needs attention

Children with special educational needs and/or disabilities are benefiting from leaders who take responsibility for overseeing their provision. In this area, leaders and staff are developing positive relationships with parents and other professionals. This provides consistent support and a shared understanding, which helps these children make steady progress.

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Leadership and governance Needs attention

Leaders give due regard to staff wellbeing and workload. Staff benefit from regular wellbeing check-ins, which support morale and help maintain positive professional practice. There are also plentiful opportunities for continued professional development, enabling staff to build on their knowledge and skills and contribute effectively to children's learning and development.

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Leadership and governance Needs attention

Parents describe secure partnerships with leaders and staff and value the daily conversations they have. Leaders have introduced a new online portal to improve communication and are supporting parents to access and use it. Leaders and staff also share useful information about the local community and signpost families to additional support when needed.

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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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Voluntary Childcare Register requirements

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

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Register

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

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

Since the last visit, leaders have worked collaboratively to build on staff knowledge and ensure the ongoing safety of all children. Leaders have supported staff to build on the knowledge of their roles and responsibilities across this setting, which has had a positive impact. They have introduced procedures to strengthen their oversight of the setting. However, as these are recently implemented, they are not yet fully embedded, and it is too early to evaluate their impact.

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

Children are generally happy to engage in play and enjoy the resources provided. However, a lack of activities with a specific focus means that children often become disengaged, wander aimlessly or engage in unwanted behaviour. This does not support children to learn the necessary skills for moving on, such as listening, focusing and taking part. Children's individual interests and needs are known. However, these are not consistently recognised or used to inform their experiences. As a result, this limits the progress that children can make.

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

Children enjoy their time in the nursery and develop a sense of belonging. They separate easily from parents and carers and are eager to play. Children settle quickly because staff offer gentle reassurance and sensitive support. Babies experience warm, responsive interactions from their key person, helping them to develop secure attachments and early communication skills.

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

Leaders and staff work closely with families to promote good attendance, ensuring that children benefit from continuity in learning and social development. Staff knowledge of being a key person has been enhanced. Children develop secure attachments, which help them feel safe and valued. The youngest children demonstrate confidence as they explore their environment, supported by staff who are a trusted base of reassurance. Staff are positive role models and teach children to be kind through activities such as changing their baby dolls. Children develop nurturing behaviours and strengthen their understanding of relationships and responsibility.

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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

ensure that leaders are aware of their roles and responsibilities within each room so all staff are able to implement effective practices across the setting 04/06/2026

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Action Completion Date

build on leaders' oversight further to ensure a culture of mutual support and continuous improvement across the whole setting 04/06/2026

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Action Completion Date

improve the consistency and organisation of room routines so expectations are clear, waiting time is reduced and children remain engaged 04/06/2026

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Address:

Tithe Farm Road Houghton Regis Dunstable Bedfordshire LU5 5JB

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Address:

Type: Childcare on non-domestic premises

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Address:

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

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Action Completion Date

ensure that the curriculum is clearly sequenced and consistently implemented so staff plan with clear learning intentions and next steps 04/06/2026

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About this inspection

The inspector spoke to children, staff, parents and leaders 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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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. 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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