Kiddisafe Day Nursery

Kiddisafe Day Nursery

Unique reference number (URN): EY402808 Address: 109 Coleman Road, LEICESTER, LE5 4LE Type: Childcare on non-domestic premises Registered with Ofsted: 09/02/2010 Registers: EYR, CCR, VCR Registered person: Kiddisafe 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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Achievement Strong standard

All children, including those with special educational needs and/or disabilities, and those who face other barriers to learning, make excellent progress from their starting points. Children who speak English as an additional language are consistently supported to use sign language, visual prompts and words from their home language to communicate. As a result, children rapidly develop the communication skills needed to thrive across all areas of learning.

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Achievement Strong standard

Children have access to an effective curriculum. Activities and experiences provided are closely linked to their interests and next stages of learning, building on what children know and can do. Children are motivated to learn and confident when trying new things. They demonstrate a sense of pride in their achievements. Transition arrangements are thoughtfully planned and implemented to ensure that children are well prepared for each stage of their learning, including their move on to school.

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Behaviour, attitudes and establishing routines Strong standard

Staff build extremely warm and trusting relationships with children through kind, responsive interactions. These help children to settle quickly and feel emotionally safe. Staff encourage children to express how they are feeling through discussions, stories and the use of props. This helps children to begin to recognise and understand their emotions.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff are excellent role models for children and have high expectations. Children thrive in an environment where behaviour expectations are understood. Babies start to recognise and follow visual cues for expected behaviours, such as sitting down and listening. Older children are extremely kind and respectful. Without prompting, they will tidy away resources, share and take turns during activities. Furthermore, they are very considerate of their peers, helping them clear the table after snack and offering support to engage in group activities.

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Behaviour, attitudes and establishing routines Strong standard

Staff ensure that the learning environment is varied and stimulating. This supports children to remain highly engaged and focused on their learning. Children show positive attitudes to learning because routines are embedded and consistent. Leaders promote the importance of punctuality and attendance thoroughly. They work with parents to remove any barriers to attending.

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Children's welfare and wellbeing Strong standard

Leaders and staff ensure that all children and their families feel supported, valued and welcomed. Children who are new to the setting benefit from carefully planned settling-in sessions. Staff work closely with parents to gradually build on children's time spent at the setting. They adapt arrival procedures and provide activities linked to their interests, helping them feel safe and secure. The same level of care and planning helps children to transition through the setting's classrooms and then to school. Staff successfully encourage all children to develop their independence skills. They help them to gain high levels of confidence in managing their own care needs. For example, children as young as 2 years old confidently pour drinks from jugs, serve themselves meals, wash their hands and hang up their coats. Staff also provide babies with spoons in the sand tray to help develop the skills needed for independent feeding.

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Children's welfare and wellbeing Strong standard

Staff support children to develop healthy lifestyles. They ensure that children have regular opportunities to be active and build their physical skills through daily movement sessions. For example, children twirl and dance with lightweight scarves, helping to strengthen their gross motor skills and coordination. They toss and catch the scarves, building on their hand- eye coordination. Staff support children to brush their teeth at the setting, helping them practise effective brushing techniques. In addition, leaders run workshops for parents on oral hygiene and nutrition, providing guidance and support to promote healthy lifestyles at home.

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Curriculum and teaching Strong standard

Leaders have designed and implemented an ambitious curriculum that promotes children's curiosity, exploration and progress across all areas of learning. Staff provide consistently high-quality teaching opportunities that support children's learning, including children with special educational needs and/or disabilities, and those who face other barriers to learning and/or wellbeing.

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Curriculum and teaching Strong standard

Staff know the children remarkably well and are skilled at challenging and extending their learning. All children, including babies, are developing the resilience and skills to do things for themselves. This prepares them for their next transition.

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Curriculum and teaching Strong standard

Staff weave mathematical language into activities during children's play, such as introducing shapes, counting and comparing different-sized objects. They plan focused mathematical activities for children. For example, children take turns choosing a numbered beanbag and bang a drum to match the number they have selected. This helps children count in sequence, recognise numerals and develop confidence and enjoyment in mathematics.

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Curriculum and teaching Strong standard

Staff provide experiences to support children's creativity. For example, they are introduced to different artists. Children learn facts about the artist and how they use colours and patterns in their designs. They make their own creations using new techniques. For example, children mix different-coloured paints in spray bottles and spray them onto a range of materials to create their own unique artwork. Furthermore, children strengthen their finger muscles when using the spray bottles in readiness for using a pencil.

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Inclusion Strong standard

Leaders have established a positive culture of inclusion, where every child's needs are recognised and valued. Staff receive targeted training to help them provide high levels of support for the children in their care. They promptly identify when children need additional support and make swift referrals to appropriate professionals. They work closely with children's families and external agencies to ensure that plans are in place for children with special educational needs and/or disabilities, and children who speak English as an additional language. Leaders make purposeful use of additional funding to provide targeted support that helps children make steady progress and close gaps in their learning and development quickly. For example, they provide extra staff for children who may need more targeted support. Staff are skilled at using strategies such as sign language and visual cues to successfully

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Inclusion Strong standard

strengthen children's communication and language development.

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Inclusion Strong standard

Staff rigorously monitor and evaluate children's progress. They hold termly meetings with parents to share detailed information about their child's progress and next steps. Staff offer ideas for activities that can be done at home to further support children's learning. Additionally, staff share resources with parents to take home. This ensures that targets are focused and helps children to make swift progress.

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Leadership and governance Strong standard

Leaders have made remarkable progress since their last inspection. They have designed and implemented an ambitious curriculum that builds on each child's starting points. The quality of teaching is excellent. Staff are highly knowledgeable and reflective, regularly sharing ideas and discussing ways to further strengthen children's learning and experiences. The action taken has positively impacted children's learning and development, particularly their communication and language skills.

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Leadership and governance Strong standard

Leaders have a clear understanding of the setting's strengths, and they successfully embed a culture of continuous improvement. They empower staff through quality supervisions and bespoke training. Staff use training opportunities to help enhance the curriculum for children. For example, staff recently attended baby training. They improved sensory-play experiences for babies and provided more physical challenges outdoors.

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Leadership and governance Strong standard

Staff report that leaders consider their wellbeing and workload, making adaptations to meet their needs. This makes them feel valued and respected. Leaders continually monitor practice across all areas of the setting. They work collaboratively with staff, parents and professionals to reduce any barriers to children's learning. Leaders and staff carefully consider any additional funding children receive to support their development. For instance, funding is used to secure additional staffing to provide highly effective one-to-one interactions.

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Leadership and governance Strong standard

Leaders and staff work very closely with parents to establish a firm partnership. Parents praise how the setting is managed and comment that their children are making incredible progress in their learning and development. Staff regularly share children's progress reports, which helps parents to feel included in their children's care and 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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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

Children are at the heart of this setting. Staff are very attentive and intuitive to children's needs. They build nurturing relationships with all children, showering them with praise and reassurance. Children display high levels of engagement and enthusiasm. They are eager to take on small tasks and enjoy the sense of responsibility. For instance, children take on the role of the 'monitor' for the day. They take pride in helping clear the tables after lunch and fill the milk jugs for their peers.

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Inspector:

Kelly Langley Children's behaviour is impeccable. They understand and respectfully follow routines and expectations. Children happily take turns and share as they play. They have many opportunities to come together with their peers and take part in group activities. For example, older children gather to sing nursery rhymes and confidently choose a partner to dance with. Babies squeal with delight as they pop bubbles during sensory play. This helps children to develop close friendships and supports positive interactions.

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Inspector:

Children flourish in this rich-learning environment. They enjoy the stimulating range of activities that staff put in place for them. This helps to capture children's interest and keeps them engaged. Learning is active, exciting and fun. Children benefit from a highly inclusive setting, where every child is supported to be involved. Staff know children's learning needs and adapt activities to support each child to make excellent progress from their starting points. Leaders place a high priority on children's attendance and implement effective strategies to ensure that children do not miss out on inclusive learning. For instance, when an eligible funded child is unable to attend their usual hours due to additional needs or unforeseen circumstances, leaders work with parents to make adaptations to their children's session times.

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Inspector:

Children grow in confidence as they develop their communication and language skills. Those who speak English as an additional language benefit from visual cues and sign language, helping them communicate and express their needs confidently. Additionally, staff use children's home languages to enhance their developing communication skills further.

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Next steps

Leaders should ensure continued improvement in the setting's successful work to minimise disruption to children during times of transition to help children remain engaged in their learning.

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About this inspection

The inspector spoke with leaders, practitioners, special educational needs coordinator, children and parents 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:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 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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