Kids World Nursery & Pre-School

Kids World Nursery & Pre-School

Unique reference number (URN): 2822546 Address: 260 Finney Lane, Heald Green, Cheadle, SK8 3QD Type: Childcare on non-domestic premises Registered with Ofsted: 15/01/2025 Registers: EYR, CCR, VCR Registered person: Mini Miners Nursery Ltd

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Achievement Expected standard

Children make steady progress from their individual starting points, demonstrating a strong thirst for learning as they engage eagerly in activities that capture their interest and imagination. Children show high levels of enthusiasm. They participate confidently in shared experiences, take turns and contribute with increasing independence. Children use rich and increasingly detailed language to describe objects and experiences, strengthening their communication and conversational skills. They respond positively to humour and moments of excitement while maintaining focus and engagement, demonstrating developing self- regulation.

p.2

Achievement Expected standard

Children enjoy their play and learning, showing confidence in exploring their environment. Younger children develop their physical skills as they crawl, climb and pull themselves to standing, building coordination and confidence in their emerging mobility. Older children move with increasing control and agility, demonstrating strong spatial awareness as they navigate the environment and use equipment with speed and purpose.

p.2

Achievement Expected standard

Across the setting, children are happy, motivated and deeply engaged in their learning. They show resilience, sustaining attention and persisting with challenges. All children, including those who face barriers to their learning, continue to make good progress, developing the key skills needed for the next stage of their learning journey.

p.2

Behaviour, attitudes and establishing routines Expected standard

Leaders have established a consistent approach to behaviour management, with staff confidently implementing agreed strategies that promote positive behaviour and support children's engagement in learning. Typically, children behave well. When children experience minor disagreements, staff immediately intervene and help children to resolve their differences. They use eye contact, speak clearly and explain fair boundaries to help children negotiate and resolve differences amicably. Staff use games that require turn-taking to help children learn how to play cooperatively.

p.2

Behaviour, attitudes and establishing routines Expected standard

Staff use flash cards, coupled with verbal instructions, to explain to children about changes in routines. They consider children's different ages and stages of learning, and strategies like these enable all children to understand what is expected of them.

p.2

Behaviour, attitudes and establishing routines Expected standard

Staff are calm, respectful and affectionate towards children. Children respond well to this and, in turn, they are settled and happy. Leaders promote a positive culture of behaviour and attendance effectively. Children attend punctually and frequently, and this high attendance is accredited to children's enjoyment during their time spent here.

p.2

Children's welfare and wellbeing Expected standard

Staff complete dynamic and in-the-moment risk assessments. For instance, during windy outdoor play, staff remove items that are at risk of blowing away. During water play, staff mop the floor regularly to reduce slip and trip hazards. This cautious approach helps to minimise risks in the environment and protect children from possible harm.

p.2

Children's welfare and wellbeing Expected standard

Routines are flexible to meet children's changing needs. For instance, if children become tired, they are quickly offered a quiet and calm place to rest. Menus include weaning and non-weaning options to ensure that all children's needs are fully accommodated. This flexibility and attention to individual needs mean all children are supported to flourish in their physical development, health and wellbeing.

p.3

Children's welfare and wellbeing Expected standard

Staff are considerate of children's wellbeing. For example, when children become wet during water play, staff immediately change children into dry and comfortable clothes. This helps to promote children's emotional wellbeing and personal welfare. Staff are kind and nurturing and, in turn, children are happy and show they feel safe.

p.3

Children's welfare and wellbeing Expected standard

Leaders have a good oversight of the daily practice. However, they do not review the policies frequently enough to ensure that procedures are consistently and effectively implemented by all staff. For instance, as new staff and children join the setting, risk assessment checklists do not include new areas of the setting now occupied by children. Staff are aware of how to implement safety checks to promote children's welfare, but the policy does not support this fully and would benefit from leaders' review.

p.3

Curriculum and teaching Expected standard

Leaders have designed a clear curriculum. They define key 'building blocks', which are the foundation skills staff teach first. Language, independence and social skills are central to all staff interactions. All other aspects of learning are woven around these building blocks. Staff understand the curriculum design and are committed to delivering it consistently. Typically, children make steady progress.

p.3

Curriculum and teaching Expected standard

Overall, staff teach with clear purpose and intent. They plan activities with focused learning objectives. This helps them to deliver well-structured activities that are precisely aimed to narrow gaps in children's skills and knowledge. Staff refer to their planning throughout activities, ensuring they do not deviate from the clear intent. Planning successfully guides and supports learning well.

p.3

Curriculum and teaching Expected standard

Staff explain what words mean and help children to develop a broad vocabulary. They introduce new words during play by labelling items. This strategy helps children to understand language and enables them to use new words in context. For instance, staff point to an aeroplane flying over the garden. They use descriptive words including 'sky', 'fly' and 'high' to extend children's developing vocabulary. The quality of teaching to support language is a notable strength.

p.3

Curriculum and teaching Expected standard

The programme of learning is broad and balanced and, generally, children are supported across all aspects of their development. However, staff do not fully maximise opportunities to embed communication, language, reading and writing consistently across all areas of continuous provision. For example, there are limited planned opportunities for children to independently access mark-making resources and reading materials during outdoor play.

p.3

Inclusion Expected standard

When children first start attending, staff gather a wealth of information from parents about children's abilities. Coupled with their own professional assessments, staff accurately identify children's different starting points. They use this information to identify barriers to learning that may require additional support right from the outset.

p.4

Inclusion Expected standard

Staff monitor children's progress and purposefully adapt their teaching to meet children's different needs and abilities. For instance, babies are encouraged to join 2 bricks together. During the same activity, older children categorise yellow and blue bricks, extending their problem-solving and critical thinking skills. This clear adaptation in teaching exemplifies the inclusive practices offered within this setting. In turn, everyone is well supported, including those with special educational needs and/or disabilities.

p.4

Inclusion Expected standard

The setting supports a high number of children who speak English as an additional language. Staff work very closely with a range of professionals, including speech therapists and health visitors, to enhance their teaching and reduce barriers to learning. Leaders carefully consider the most effective way to invest funding, such as early years pupil premium, to have the greatest impact on disadvantaged children's development. For instance, recent procurement of sensory equipment has helped to narrow gaps in children's creative and expressive learning.

p.4

Leadership and governance Expected standard

Staff work well as a team. They communicate effectively, delegate tasks and share responsibilities. Workload is well managed because everyone is working together with the same goals and positive work ethic. Leaders facilitate and support staff's professional development. A mix of online training, staff meetings and one-to-one supervision meetings are used to raise staff confidence and extend skills.

p.4

Leadership and governance Expected standard

Leaders have a broad understanding of what the setting does well. However, they do not include the views of parents, staff or children in their improvement plans. This means priorities to improve do not fully reflect the views of all those who access the service.

p.4

Leadership and governance Expected standard

All mandatory documentation is in place and available. However, leaders do not ensure that records and documentation are stored in an organised manner. This occasionally hinders the smooth and effective day-to-day running of the setting. For instance, the manager does not publish clear staff rotas, so unexpected changes to staffing and ratios are sometimes more difficult to manage than necessary.

p.4

Compulsory Childcare Register requirements

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

p.5

Register

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

p.5

Voluntary Childcare Register requirements

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

p.5

Register

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

p.5

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

Children show an impressive sense of belonging as they confidently wave goodbye to their parents and immediately immerse themselves in the range of activities available. Music plays softly in the background, which helps to create a relaxed and serene atmosphere where children feel calm and ready to learn. Children clearly enjoy their time spent in this setting and their attendance is high, reflecting their happiness and the strong relationships they have with staff.

p.5

Inspector:

Michelle Latchford Children enjoy being independent and they are critical thinkers. They explore resources with curiosity and purpose, sustaining their concentration for extended periods of time. For example, when playing with different-sized tubes, children work out that they can whisper messages to each other. They realise that the words travel down the tube and can be heard clearly at the other end. This amazes children, who eagerly repeat the experience and begin to test different ideas. They show impressive problem-solving skills as they refine their thinking. Their curiosity, intrigue and enjoyment in their learning are evident throughout the setting.

p.6

Inspector:

Children's unique backgrounds are understood and valued by attentive and caring staff. This is a diverse and inclusive setting, where differences are celebrated. Staff invest time and energy completing regular observations to clearly understand every child's skills, interests and needs. As a result, children are well supported through targeted learning opportunities that help them to make good progress and prepare effectively for the next stage in their learning, including school.

p.6

Next steps

Leaders should review the organisation and accessibility of key documentation to aid the effective governance of the setting. Leaders should extend their self-evaluation procedures to incorporate the views of all those who access the setting to drive targeted improvements and strive for excellence. Leaders should support staff to consistently provide and model opportunities for communication, language, reading and writing across all areas of provision, including outdoors. Leaders should review policies and procedures more frequently to ensure that as the setting grows and changes, procedures remain consistently and effectively implemented by all staff.

p.6

About this inspection

The inspector spoke with leaders, staff and children during the inspection.

p.6

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.

p.6

Address:

260 Finney Lane Heald Green Cheadle SK8 3QD

p.7

Address:

Type: Childcare on non-domestic premises

p.7

Address:

Registered person: Mini Miners Nursery Ltd

p.7

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30

p.7

Facts and figures used on inspection

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

p.7

Exceptional

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

p.8

Strong standard

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

p.8

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.

p.8

Needs attention

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

p.8

Urgent improvement

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

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8