Kiddi Caru Nursery

Kiddi Caru Nursery

Unique reference number (URN): EY357124 Address: York Road, BURGESS HILL, West Sussex, RH15 9TT Type: Childcare on non-domestic premises Registered with Ofsted: 06/07/2007 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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Achievement Strong standard

All children make secure and sustained progress from their starting points, including those with special educational needs and/or disabilities and those with other barriers to their learning. They learn the knowledge and skills they need for their next stage in learning and build on what they already know and can do. The youngest children strengthen their physical skills as they learn to sit, crawl and pull themselves to standing. Older children begin to learn about colours, animals and the wider world. They develop early counting skills and confidently use this knowledge in measuring activities. Children develop a love for reading, exploring a wide variety of books that link to the learning they are doing at the time.

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Achievement Strong standard

Children gain increasing independence as they move through the nursery. The youngest children form positive attachments with their carers and quickly develop the confidence to explore more independently. Older children begin to manage simple self-care tasks, such as taking of their own shoes before getting into the sandpit. The oldest children show high levels of independence in their play. They work collaboratively to build dens, explore the allotment area and identify plants, independently choosing to water them. Across all age groups, children develop the skills, confidence and attitudes that prepare them well for future learning.

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Behaviour, attitudes and establishing routines Strong standard

Children consistently behave well. Staff provide praise and encouragement throughout all activities, reinforcing expectations and helping children to understand what is expected of their behaviour. Staff have high expectations of all children and adapt their approaches for those with special educational needs and/or disabilities, implementing strategies that help them to follow routines and understand appropriate behavioural boundaries. Staff support children effectively to develop self-regulation skills. They are highly attentive to early signs that a child is struggling and respond promptly. They adjust activities and routines or offer a calm and quiet space to help children to regain control over their emotions. As a result, children feel safe and supported.

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Behaviour, attitudes and establishing routines Strong standard

Children show positive attitudes to learning. They are curious, they ask questions and show a genuine desire to know more. They build positive relationships with their peers and play cooperatively. For example, children work together to build sandcastles, share ideas and help one another, demonstrating empathy and teamwork.

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Behaviour, attitudes and establishing routines Strong standard

Leaders manage attendance well. They engage parents in meaningful discussions that help them to understand the reasons behind changes in attendance. They use this information to support parents and offer help that supports children to attend consistently.

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Curriculum and teaching Strong standard

Staff have a secure and developing understanding of children's individual needs and provide carefully tailored support that helps every child make progress. Staff have a clear view of what they want children to learn and achieve, and they use this knowledge to shape activities that reflect children's developmental stages and interests. As a result, learning is purposeful, engaging and well matched to what children need for their next stage in learning.

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Curriculum and teaching Strong standard

Children show sustained engagement in their play. They concentrate for long periods during activities that support their thinking and problem-solving skills. For example, children work together to create a fire engine from boxes and independently follow play dough recipes, adapting their method to achieve the right consistency. Across the nursery, the curriculum is carefully sequenced so that children build on the skills they have already learned.

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Curriculum and teaching Strong standard

Older children are supported effectively to develop independence in readiness for school. They serve themselves at mealtimes, wash their plates and take part in school role play, including dressing up in school uniforms. This supports their transition to school and helps them understand what to expect. Leaders promote learning at home by offering a range of resources for families to borrow, including books from the lending library and activity sacks that support the teaching of oral hygiene.

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Curriculum and teaching Strong standard

Diversity is embedded throughout the environment. Children explore different cultures through stories and resources. Children who speak English as an additional language are well supported, with staff learning key words in home languages to support communication. High-quality teaching and positive interactions are evident across the nursery, supporting positive outcomes for all children.

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Inclusion Strong standard

Staff place a clear and sustained emphasis on identifying children's barriers to learning, including for children with special educational needs and/or disabilities (SEND). They maintain consistently ambitious expectations for every child and draw upon their secure and precise understanding of child development to recognise emerging needs at the earliest opportunity. Through timely and accurate identification, staff implement carefully tailored strategies that enable all children to participate fully and successfully in every aspect of the curriculum. As a result, children access rich learning experiences alongside their peers, such as engaging confidently in exploratory play in the garden and developing meaningful interactions and relationships with others.

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Inclusion Strong standard

A precisely planned and highly effective small-steps approach is used to build children's knowledge, skills and confidence over time. Staff thoughtfully adapt learning experiences to meet children's developmental needs, ensuring support is purposeful and progressive. For example, younger children develop early communication and language skills through carefully chosen songs, rhymes and repeated interactions, while older children strengthen phonics and mathematical understanding through well-sequenced, engaging activities. This consistent and responsive practice enables children to make strong progress from their individual starting points.

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Inclusion Strong standard

Staff work in close partnership with a range of professionals to strengthen practice and ensure children's needs are met with precision and care. This collaboration enhances staff expertise, builds confidence and ensures targeted support is well informed and embedded within daily provision.

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Expected standard

Leaders of SEND are highly knowledgeable, proactive and influential in driving inclusive practice. Staff working with children who face barriers to learning receive expert guidance, enabling them to gather purposeful information, identify emerging needs accurately and implement well-matched interventions. This well-coordinated approach is embedded across all age groups, ensuring children receive the right support at the right time and are enabled to thrive and achieve their potential.

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Leadership and governance Strong standard

Leaders use detailed analysis of the setting's strengths and priorities for improvement to develop a thorough understanding of what the nursery needs to do to improve further. They share these findings with the staff team, and together they work towards shared goals. For example, leaders and staff are collaborating to develop resources that support children when transitioning between rooms, helping to ensure a consistent and reassuring experience for children.

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Leadership and governance Strong standard

Leaders identify staff training needs effectively and provide a range of opportunities for professional development. Staff are supported to gain formal qualifications alongside ongoing professional development, which helps to strengthen practice across the nursery.

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Leadership and governance Strong standard

Regular supervision sessions take place and are used effectively to support staff to reflect on and improve their practice. These meetings also provide a safe space for staff to raise any concerns. This contributes to a positive culture of professionalism and continuous improvement. Staff report that they feel well supported in their roles and wellbeing. Leaders recognise staff efforts through praise and reward schemes and support them to maintain a positive work-life balance.

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Leadership and governance Strong standard

Leaders ensure communication with parents is effective. They use an application to share information and provide daily verbal feedback, helping families stay informed and involved in their child's experiences.

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Children's welfare and wellbeing Expected standard

Staff are responsive to children's needs and provide appropriate support. They adapt their approaches for children with special educational needs and/or disabilities as well as those who face barriers to learning, ensuring they are able to take part in routines and activities. Staff working with babies adjust their practice sensitively when children are new to the nursery, helping to establish secure and nurturing relationships. This supports babies to begin to separate from their key person, when they are ready.

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Children's welfare and wellbeing Expected standard

Independence skills are promoted appropriately in the older rooms, particularly during mealtimes. However, younger children do not always yet have the skills or understanding needed for these tasks. As a result, they require additional support, which means children sometimes wait longer for their food. Meals provided are healthy and nutritious, and children enjoy them, although opportunities to strengthen staff interactions by discussing what children are eating to promote healthy choices are not yet consistently developed.

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Children's welfare and wellbeing Expected standard

Sleeping arrangements are suitable for children's ages and needs. Children are gently soothed to sleep with calming music, and key persons remain close by to support them to settle. This helps children feel safe, relaxed and well cared for.

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

Children experience a warm and nurturing environment, where staff are responsive to their needs and help them to feel safe and secure. From the moment children start in the nursery, staff take time to get to know each child well. Babies benefit from sensitive settling-in routines and as children move through the nursery, transitions between rooms are supported thoughtfully. Throughout the day, children experience calm, predictable care and well-thought-out routines. This helps children to understand the expectations in the nursery.

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

Children with barriers to their learning or special educational needs and/or disabilities are included fully in nursery life. Staff adapt routines and activities so all children can join in and feel a sense of belonging. All children benefit from large outdoor spaces that are tailored to their age. Children enjoy opportunities outside to play with water, do large scale painting, make dens and move in different ways.

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

Children enjoy exploring the environment and show curiosity in their play. They build friendships, share ideas and work together, for example they build a track for their cars and play in the large indoor sand pit, feeling the texture of the sand, making marks and constructing mounds and castles. All children develop increasing independence while also receiving the support they need.

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Next steps

Leaders should strengthen mealtime routines to ensure that self-care tasks are consistently age-appropriate and do not delay other children receiving their meals in a timely manner.

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Address:

York Road BURGESS HILL West Sussex RH15 9TT

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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,Wednesday,Thursday,Friday,Tuesday : 07:30 - 18:30

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Facts and figures used on inspection

Leaders should develop staff knowledge of how to include simple, meaningful discussions with children about healthy choices during routine times to further support their understanding of health and wellbeing.

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About this inspection

The inspector spoke with leaders, staff, the special educational needs and/or disabilities coordinator, the designated safeguarding lead 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. 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. 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 .

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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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