KiddiCove Day Nursery Limited

KiddiCove Day Nursery Limited

Unique reference number (URN): 2871150 Address: KiddiCove Day Nursery, April House, Tarvin Road, Frodsham, Cheshire, WA6 6XN Type: Childcare on non-domestic premises Registered with Ofsted: 11/12/2025 Registers: EYR, CCR Registered person: KiddiCove Day Nursery 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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Achievement Strong standard

All children thrive and make excellent progress in their development. They think deeply, explore ideas and solve problems independently. For example, older children notice when numbers on the till have worn away and take the initiative to create new ones. Children write the missing numbers, cut them out and attach them to the till.

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Achievement Strong standard

Children with special educational needs and/or disabilities benefit from being considered in all aspects of practice. For example, turn-taking wheels have been introduced to support children's social skills. Children learn to share their play with their peers and play well alongside others. Children observe similarities and differences between animals, showing a growing understanding of the world. They take pride in their achievements. For example, younger children delight when bubbles pop. They excitedly say, 'It is raining' as they explore cause and effect.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff set high expectations for children's behaviour and promote this through positive role modelling. Children are extremely well behaved, show respect to each other and offer support when needed. Relationships between staff and children are warm and trusting. Babies who have recently started are already extremely settled. They confidently seek out their key person for comfort or support, demonstrating close attachments and emotional security. Leaders promote children's regular attendance through conversations with parents and carers and monitoring attendance. Staff and leaders act swiftly regarding any non-attendance.

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Behaviour, attitudes and establishing routines Strong standard

Children demonstrate positive attitudes to their learning. They take pride in contributing to the nursery community. Children work together with enthusiasm to tidy the garden and carry planks, demonstrating determination and teamwork. Staff guide them sensitively, helping children to stay focused, persevere and successfully complete the tasks they begin. Unwanted behaviours are dealt with by calm staff in a sensitive manner. Staff work closely with parents to ensure consistency at the setting and at home. Children are kind and learn how to collaborate and play alongside their peers. Staff praise children explicitly, such as for helping to tidy up. This helps children to understand why they are being praised and helps to develop self-esteem.

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Children's welfare and wellbeing Strong standard

Leaders and staff provide a warm, safe and welcoming space where children enjoy their play and learning. Children have regular access to outdoor learning, where they enjoy opportunities to be active and explore. Older children take pride in caring for the garden, watering the seeds they have planted and observing how the vegetables grow over time. These experiences help children to develop responsibility, curiosity and a deep connection to the natural world. Children learn about healthy lifestyles through daily routines and activities. The nursery provides balanced and healthy meals. Staff promote discussions with children around healthy eating, exercise, rest and their importance. For example, children learn that certain foods give them energy and help them to grow strong. Babies and younger children benefit from age-appropriate language around food and health, which helps them begin to build early awareness of healthy choices. Children receive support to manage their personal

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Children's welfare and wellbeing Strong standard

needs well. They understand the importance of washing their hands before eating to wash away any germs.

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Children's welfare and wellbeing Strong standard

Staff support children to recognise and understand their emotions through age-appropriate strategies. For example, toddlers learn to identify how they are feeling using colour prompts, while older children confidently talk about their emotions using descriptive language.

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Curriculum and teaching Strong standard

Leaders have created a well-sequenced and meaningful curriculum that is highly ambitious and carefully designed to meet the needs of all children. Staff understand this curriculum thoroughly and embed it consistently in their practice. They skilfully adapt learning experiences so that progression is appropriate for each child's stage of development. For example, babies delight in joining in with familiar nursery rhymes, while older children begin to identify the number of syllables in their names. These experiences help all children to develop secure communication skills that underpin their future learning.

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Curriculum and teaching Strong standard

Staff recognise that every interaction is a teaching opportunity. For example, children explore the concept of weather during their interactive story sessions. Children learn about life cycles, confidently sharing their knowledge. For example, children explain that caterpillars 'sleep in a cocoon' before becoming butterflies. Staff consistently use open- ended questions that prompt children to think more deeply and build on their existing knowledge. This supports children to become confident and inquisitive learners who are well prepared for their next stage of education.

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Curriculum and teaching Strong standard

Staff promote children's physical development well. For example, staff support babies to walk around the garden while holding hands with enthusiasm. Older children like to climb on the large outdoor play equipment with confidence. Children express themselves through water play. For instance, children create their own coffee shop, serving pretend 'frothy coffees' and 'hot chocolate' to their friends. Staff link these opportunities to real-world experiences.

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Inclusion Strong standard

Leaders and staff swiftly and consistently identify if children require additional support in their learning. Highly effective communication between staff ensures that children's progress is continually monitored. Staff identify and address any barriers to children's learning at the earliest opportunity. They carefully tailor early intervention to meet children's individual needs, enabling them to thrive. Leaders and staff work seamlessly together to devise and implement ambitious and targeted support plans that are consistently reviewed and refined.

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Inclusion Strong standard

Children receive consistency and are confident in knowing what is expected of them. Children with special educational needs and/or disabilities or who may be known to children's social care are involved in all aspects of learning. Staff quickly adapt practice and ensure resources and adaptations are in place to support all children. The special educational needs coordinators work closely with staff and families to strengthen children's communication and language. Recent initiatives, such as a 'rhyme time' challenge, have led to parents and carers reporting noticeable improvements in their children's confidence and speech.

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Inclusion Strong standard

Leaders have a clear and well-structured approach for using additional funding, such as the early years pupil premium. Although no children currently receive this funding, leaders and staff openly engage with parents and families to enable secure partnerships for decision- making. This is tailored to individual children's interests and areas of development. This ensures children in receipt of additional funding access opportunities to support their development even further.

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Leadership and governance Strong standard

Leaders are clear and focused on the setting's strengths and areas that may require improvement. They consistently share their vision of an inclusive curriculum that supports all children, including those with barriers to their learning and/or wellbeing, to thrive. Leaders prioritise staff training, offering regular opportunities for professional development that build on their knowledge and skills. Leaders monitor practice closely and use this information to shape ongoing improvement. For example, staff have recently completed training to enhance children's wellbeing and engagement. Staff report feeling well supported in relation to their workload, welfare and wellbeing. This enables them to carry out their roles confidently and effectively.

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Leadership and governance Strong standard

Leaders with responsibility for supporting children with special educational needs and/or disabilities have secure knowledge and skills. They establish close links with a wide range of experts so that all children can access support. Their skilful and effective practice is recognised within the local authority. For instance, staff have been invited to share their successful approaches at local network meetings, contributing positively to the wider community.

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Leadership and governance Strong standard

Leaders arrange regular celebration meetings and hold frequent events for parents and carers. Parents speak extremely positively about the setting. They comment that the care, dedication and encouragement shown by the team have clearly had a positive influence on their children's development, wellbeing and independence.

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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

Children thrive within this setting. They settle quickly into the warm and welcoming environment. All children form close and loving bonds with key staff, who know them well and offer personalised care. Staff speak about each child with genuine passion and deep knowledge. As a result, children of all ages, including those who have recently started, feel safe, secure and confident to explore freely.

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

Children benefit from a highly ambitious, broad and well-sequenced curriculum. Children of all ages, including those with special educational needs and/or disabilities (SEND), those who are disadvantaged and those with barriers to learning, enjoy meaningful experiences that build their knowledge and skills across all areas of learning. Staff quickly identify any barriers to children's learning. They make meaningful adjustments to ensure that children are included and achieving equally in every aspect of the setting. Children with SEND flourish. Leaders and staff understand children's needs and follow their developmental plans. This ensures that all children receive the correct support from the start of their learning journey. As a result, all children make progress to achieve their full potential.

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

Children show high levels of motivation. Staff skilfully weave mathematical learning through daily activities. Children gain deep foundations for their future learning, becoming confident, resilient and independent. Babies sing along to familiar counting songs. Older children use collected twigs to create hedgehog collages. Staff follow children's lead, commenting on their play and introducing new vocabulary to support their language development throughout the day.

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Address:

KiddiCove Day Nursery April House, Tarvin Road Frodsham Cheshire WA6 6XN

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Address:

Type: Childcare on non-domestic premises

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Address:

Registration date: 11/12/2025 Children behave well and develop a sense of belonging. They enjoy looking through their personalised scrapbooks filled with photos and artwork. This helps to offer emotional reassurance as they settle and move through the nursery. Children follow clear expectations and routines. They benefit from the calm and positive atmosphere. Children move confidently between rooms and activities, showing they understand what is expected of them.

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Next steps

Leaders should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke with leaders, staff, the special educational needs coordinator 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. Registered person: KiddiCove Day Nursery Limited

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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About this inspection

Local authority: Cheshire West and Chester

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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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