Kiddi Caru Day Nursery and Preschool Coronation Road

Coronation Road

Unique reference number (URN): 2734079 Address: 3A Coronation Road, Downend, Bristol, South Gloucestershire, BS16 5SN Type: Childcare on non-domestic premises Registered with Ofsted: 03/07/2023 Registers: EYR Registered person: The Childcare Corporation 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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Behaviour, attitudes and establishing routines Needs attention

While new leaders have taken action to improve the quality of teaching, staff do not yet know the children well enough. This is because there have been recent changes in staffing and not all children have an allocated key person. This means that not all children are supported to develop positive attitudes to learning. At times, some younger children are left to occupy themselves and do not benefit from enough purposeful staff interaction. In these situations, children do not have opportunities to engage in experiences that support them to learn to persevere and develop determination.

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Behaviour, attitudes and establishing routines Needs attention

Although new leaders have begun to work on the delivery of the curriculum, this is at an early stage. As such, it is too early to see the impact of this work. Some staff do not support children to engage in learning as effectively as they could. This means that, on occasion, some older children become bored and do not benefit from the positive environment that staff create. Leaders recognise this shortcoming and are identifying ways to better support staff's interactions with children.

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Behaviour, attitudes and establishing routines Needs attention

Overall, children behave sensibly. Staff gently step in when they identify that some children struggle to share with their peers. They talk with children about being kind and not hurting each other. Leaders have procedures in place to monitor children's attendance effectively. They work closely with parents and carers to reduce barriers to regular attendance. For instance, leaders carefully review nursery sessions and offer those that may better support attendance.

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Leadership and governance Needs attention

This inspection was carried out following the risk assessment process. The inspection identified breaches of the early years foundation stage requirements, specifically in relation to the key-person system, the support and supervision of staff and children's assessment

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Urgent improvement

and learning. Leaders recognise that there are areas that need improvement, including some that were not identified prior to the inspection. A new leadership team is in place, and quality leads have been visiting the nursery to develop the curriculum and drive improvement. However, progress has been slow due to multiple changes within the staffing team and difficulties in recruiting new staff.

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Urgent improvement

Leaders have not identified that key-person procedures are not implemented consistently by staff. As a result, key information about children's individual needs is not shared reliably with those responsible for their care and learning. This limits how effectively children's needs are met. Leaders engage with other professionals to access support and funding for children who have special educational needs and/or disabilities.

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Urgent improvement

Leaders acknowledge that recruitment remains challenging. However, they have not yet implemented procedures to ensure that the staff they have can fulfil their roles and responsibilities effectively. Leaders have not ensured that staff receive the coaching they need to enable them to develop their skills sufficiently. Staff reflect positively on the new leadership and say that they feel supported.

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Achievement Urgent improvement

Children do not develop the skills they need to prepare them for future learning. This is because, over time, leaders have not ensured that the curriculum is taught well. As a result, children have not developed the skills and knowledge they need. Children spend periods of time with little engagement and do not gain the important skills they need.

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Achievement Urgent improvement

Due to long-standing weaknesses, leaders have not ensured that the curriculum provides sufficient opportunities for purposeful play. Although children show some interest in the resources and activities on offer and do engage, they do not receive the level of support or challenge needed to positively influence their learning and development.

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Achievement Urgent improvement

Older children develop some social skills as they form friendships within the nursery and engage in imaginative play with their peers. Younger babies develop secure relationships with the staff who care for them. However, teaching does not consistently build on children's interests or provide enough challenge to support progress across all areas of development. This is because children spend long periods in free play with staff just supervising rather than interacting with them, which limits opportunities to extend learning and deepen understanding.

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Children's welfare and wellbeing Urgent improvement

Historically, leaders have not ensured that children's care and learning are sufficiently tailored to meet their individual needs. While a key-person system is in place, it is not implemented consistently throughout the nursery. Consequently, some children do not have an identified key person, which means they do not always receive the individual support they need to feel secure and to form strong attachments. In addition, there are weaknesses in how information is shared as children transition throughout the nursery. Some key persons are not made aware of important information about their key children's health needs, which impacts on their ability to keep children safe. Nevertheless, staff follow the routines of younger children. They recognise when children are getting tired and provide space for them to rest. Children are also supported to develop appropriate hygiene routines, such as washing their hands before meals. All children benefit

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Children's welfare and wellbeing Urgent improvement

from fresh air and exercise as they access the gardens regularly.

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Curriculum and teaching Urgent improvement

Until recently, leaders have not ensured that staff teach the curriculum to an acceptable standard. This has resulted in long-lasting weaknesses in the quality of staff's teaching. These historic weaknesses have led to staff lacking the understanding of how to check effectively that individual children have learned the skills and knowledge they need.

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Curriculum and teaching Urgent improvement

Leaders' curriculum clearly identifies what they want children to learn. However, staff do not have the skills they need to help children to build on what they already know as they do not take sufficient account of what children need to learn next. For example, they do not ensure that children develop their vocabulary or learn how to communicate with others. Some staff are working on developing babies' speech but are not clear how they will support this. Staff do not model language consistently well. Resources, such as books, stories and songs, are not used effectively to expose younger children to new language as staff are busy trying to meet their care needs.

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Curriculum and teaching Urgent improvement

Activities and resources are not planned effectively to reflect the needs, interests or developmental stages of all children. Although staff are friendly and kind, their interactions with children often lack purpose and do not sufficiently support children's development across the 7 areas of learning. Staff do not use opportunities in play to introduce new experiences that extend children's learning and development.

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Curriculum and teaching Urgent improvement

New leadership has started to strengthen the quality of staff's practice. For example, leaders are beginning to provide targeted support to raise staff's understanding of the curriculum and how to successfully implement it. However, this is in the early stages, and it is too soon to see the impact of this work.

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Inclusion Urgent improvement

Over time, leaders have not ensured that all children have their needs met. For example, some children do not have an allocated key person to oversee their care and learning. Consequently, staff do not know children well enough to support their progress and identify their needs. Staff working with children lack an accurate understanding of children's current stages of development and the next steps they need to take, including for children who are in receipt of additional funding. This has now been identified, and leaders are developing systems aimed at improving this.

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Inclusion Urgent improvement

While children with identified special educational needs and/or disabilities receive planned individual help where it is needed, leaders' ways of checking and monitoring children's progress are not effective. This results in children's needs not being identified promptly. Consequently, some children who may require additional support are not identified at an early enough stage, which limits their progress. There are also significant weaknesses in staff's understanding and implementation of the curriculum. Staff do not consistently use assessment information to inform planning or build on what children already know and can do. As a result, teaching lacks ambition, and children do not make the progress they are capable of.

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

Children do not thrive because of breaches to the statutory requirements of the early years foundation stage meaning they do not receive the care and support they need. The key- person system is ineffective and does not ensure that children's individual needs are consistently identified and met. Consequently, some children do not develop the positive attitudes to learning required to prepare them well for the next stage of their education, including school.

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

Children are supervised by staff as they play. However, on occasion, children spend extended periods wandering around or sitting passively watching others, without being engaged in purposeful play. Staff do not have a clear understanding of the curriculum or what they want children to learn, as they do not know children well enough. As a result, children do not receive targeted support to help them make progress in their learning.

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

Resources provided are at times uninspiring and not interesting. For instance, younger children are provided with pencils and paper to use. Due to lack of engagement from staff, children throw these resources on the floor. Staff sit alongside children as they empty pots of pencils without recognising opportunities to extend children's play or learning. Older children enjoy playing with water outdoors. However, while they have fun filling containers and pouring, staff do not extend children's thinking or build on their existing knowledge and skills. As a result, children's learning is largely incidental rather than carefully planned and purposeful.

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

Children are happy on arrival and separate confidently from their parents. Older children develop friendships and engage in imaginative play together. Children are developing self- help skills. Older children serve their own meals, and some children use the toilet and wash their hands with minimal support from staff.

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Next steps

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

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Action Completion Date

ensure that the key-person system is fully effective so that every child has a named key person, who works in close partnership with parents/carers to meet each child's individual needs 07/05/2026

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Action Completion Date

put in place supervision arrangements to ensure that all staff are provided with support and coaching to further develop their knowledge and skills 28/05/2026

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Action Completion Date

ensure that the staff delivering the curriculum have the skills and knowledge to do so 28/05/2026

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Action Completion Date

ensure that staff gather accurate information about children's progress to clearly identify what they need to learn next to support children's individual learning needs 28/05/2026

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About this inspection

We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this.

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About this inspection

The inspector spoke with leaders, staff, the special educational needs coordinator, designated safeguarding lead, 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. Unique reference number (URN): 2734079

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Address:

3A Coronation Road Downend Bristol South Gloucestershire BS16 5SN

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: The Childcare Corporation Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:30

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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

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