Just Little Kidz Nursery and Preschool

Just Little Kidz Nursery and Preschool

Unique reference number (URN): 2815816 Address: Croydon Healthcare Nhs Trust, Croydon University Hospital, 530 London Road, Thornton Heath, CR7 7YE Type: Childcare on non-domestic premises Registered with Ofsted: 30/10/2024 Registers: EYR, CCR, VCR Registered person: Just Kidz Oosc 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 Needs attention

Children are not challenged sufficiently to develop their skills fully and prepare for their next stage of learning. Overall, children make some progress from their starting points, particularly with their speech and language. This includes children with special educational needs and/or disabilities and those who may face barriers to their learning. Babies repeat words, mimic different sounds and engage in back-and-forth interactions. Older children typically learn new vocabulary, which helps them to extend their sentences and join in conversations with staff and their peers.

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Achievement Needs attention

Children are generally confident to make choices and make their needs known. Babies enjoy singing, copy actions and move their bodies to music. Older children count forwards and backwards and make patterns with coloured bears to extend their mathematical knowledge.

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Behaviour, attitudes and establishing routines Needs attention

Routines throughout the nursery are not well organised or fully established. In the pre- school room, when children are asked to help tidy away, some respond and help, while others continue to play or go outside. Children are asked to line up and then to come back to finish tidying. In these instances, staff do not communicate consistently or effectively, and children are given mixed messages, which prevents them from understanding what is expected of them. Staff in the baby room do not communicate effectively with each other, for instance before leaving the room to change nappies. This does not ensure routines are managed in line with policies and procedures or fully support all children's wellbeing.

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Behaviour, attitudes and establishing routines Needs attention

Overall, children behave well and are supported by their key person to manage their behaviour. Children use positive manners and share resources with their peers, which extends their social skills. Children engage in activities to learn about different emotions and increase their understanding of others. Older children use dough and natural resources to make faces with different expressions. Children typically show positive attitudes towards their learning and develop an understanding of their feelings and behaviour. Leaders promote regular attendance and punctuality. They work with families to develop positive habits for attendance to aid future success in education for all children.

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Children's welfare and wellbeing Needs attention

Leaders and staff have not kept up to date with changes in legislation regarding arrangements for safe eating. At mealtimes, staff sometimes allow older children to leave the table while still eating and do not consistently sit within sight of all children. When this is brought to the attention of staff and leaders, action is taken immediately to amend practice and ensure all children are safe and any potential choking risks are minimised. Staff teach all children about the importance of a balanced and nutritious diet. They engage in conversations at snack and mealtimes and ensure these become social occasions. Older children talk about different foods and show an understanding of what is healthy.

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Children's welfare and wellbeing Needs attention

Staff have positive attachments with all children and get to know them well from the start. This helps children, including those with barriers to their learning, to build healthy relationships and feel secure and develops their emotional wellbeing. Staff are attentive to babies' individual needs and recognise and respond appropriately when they are tired or need a nappy change or additional cuddles and reassurance.

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Children's welfare and wellbeing Needs attention

Staff typically promote established hygiene routines. Children understand the importance of washing their hands after using the toilet and before eating. Children have daily opportunities to extend their physical play, in the garden, which enhances their mental health and general wellbeing. They learn about managing risk as they use equipment. They manoeuvre their bodies safely on the slide and while they ride bicycles and scooters, for instance.

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Curriculum and teaching Needs attention

The planning and implementation of the curriculum is not effective in building on children's knowledge and skills across different age ranges and all areas of learning. Staff typically follow children's interests and plan a range of activities, some of which have appropriate learning intentions. However, these activities do not consistently build on what children need to know and learn next or help staff to identify any gaps in children's knowledge. Staff typically observe children and identify some next steps, but these are not consistently shared with parents and carers with ideas to continue learning at home.

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Curriculum and teaching Needs attention

Children generally enjoy a range of fun activities which promote their curiosity. For example, they explore different creatures in water and sand and learn about where they live. Overall, staff engage with children during activities and promote children's communication and language skills. Children are asked questions and given time to think and respond. They learn new vocabulary, and younger children are encouraged to repeat words and sounds.

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Curriculum and teaching Needs attention

Staff encourage children to extend their physical skills as they balance on wooden blocks, climb steps to use the slide and learn to throw, catch and kick a ball. Staff play with children and provide demonstrations and praise to build their self-confidence. Staff provide some additional support for children with special educational needs and/or disabilities. They give some encouragement to ensure all children can access the activities on offer.

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Inclusion Needs attention

Children do not consistently benefit from the best opportunities to achieve well across all areas of learning. This is because the curriculum is not well sequenced or tailored to meet all children's individual needs, ensuring their next steps are given priority and reflected in planning.

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Inclusion Needs attention

Staff complete progress checks for children aged between 2 and 3. This assists staff to identify children with special educational needs and/or disabilities (SEND), those who may face barriers to their learning and gaps in learning or development. Leaders complete referrals in a timely manner to access extra support when required. Leaders and staff work in partnership with other professionals to support children who have identified additional needs. They provide some targeted individual support, particularly for children's communication and language skills. Some key staff use Makaton signs to aid communication for children with SEND. They also use 'now and next' boards to assist with children's understanding and self-regulation throughout the day. Leaders have extended partnership working to local schools and pre-schools. This helps to support all children with transitions on to their next stage of learning and to school. Leaders understand how to

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Inclusion Needs attention

manage any additional funding. Leaders are creating a sensory room to support children currently attending and those who may attend in the future.

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Leadership and governance Needs attention

Leaders have not kept up to date with changes in legislation, such as safe-eating requirements, to ensure all children are supported effectively during snack and mealtimes. Leaders have not ensured their induction procedures are robust or monitored effectively. New members of staff do not all complete mandatory training within agreed timescales, for instance. Leaders have not embedded routines in the nursery to ensure deployment of staff is effective. This does not fully promote children's welfare or help them to understand what is expected of them.

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Leadership and governance Needs attention

Leaders generally have an appropriate overview of the setting and identify some strengths and areas for development. However, weaknesses have not been addressed in a timely manner to ensure rapid improvements. Changes to staffing arrangements impact on the quality of the provision, for example, while staff are still getting used to their roles and responsibilities. This includes establishing routines and improving staff knowledge and understanding of embedding a high-quality curriculum for all children. Leaders provide appropriate supervision and coaching for staff, who feel that leaders are supportive of their wellbeing and manage their workload.

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Leadership and governance Needs attention

Leaders work in partnership with parents and carers and other professionals. Partnership working with other settings and local schools is effective in supporting children with special educational needs and/or disabilities during transitions. Overall, parents are happy with the care and education provided for their children and feel they are making progress.

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Compulsory Childcare Register requirements

This setting has not 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 not 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

Weaknesses around planning and delivery of the curriculum and the organisation of routines limit how well children's learning and wellbeing are promoted. This means that children are not consistently well prepared for their next stage of learning. Some planned activities are not appropriate for children's individual stage of learning and development. For example, children in the toddler and pre-school room are encouraged to begin to write, when some children need more support to strengthen their small muscles before learning to hold a pencil. Leaders do not always deploy staff effectively to support the organisation of routines and to promote children's wellbeing. They do not ensure staff communicate effectively with children at all times to support their learning, or keep parents updated with their children's progress to strengthen partnership working.

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

Children typically arrive happy to attend nursery. They receive a warm and friendly welcome on arrival and are supported by their key person. This enables children, including those with special educational needs and/or disabilities or barriers to their learning, to settle quickly and feel safe and secure. Children are encouraged to become independent and demonstrate their self-help skills as they change their outdoor shoes to inside shoes and hang up their coats and bags on their pegs. Children are encouraged to pour their drinks at snack time and serve their food. Babies are supported to learn to feed themselves.

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

Children participate in a broad range of activities and creative experiences. Babies enjoy splashing in the water, and older children transport water and sand between containers. All children develop their early mathematical skills as they count while singing, learn about different sizes and create patterns. Overall, children's communication and language are promoted well. Staff provide commentary as children play, ask questions and introduce some new words.

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

Children behave well; they take turns with their peers and share resources. For example, children play games of throwing and catching a ball. They respond well to praise from staff and use good manners. Typically, children listen well and can follow simple instructions.

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Next steps

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

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Action Completion Date

implement and deliver a well-sequenced curriculum that covers all areas of learning and reflects children's individual needs and next steps in learning 03/08/2026

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Action Completion Date

ensure robust procedures are in place for staff inductions and mandatory training 03/08/2026

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Action Completion Date

improve partnership working with parents to ensure they are kept updated with their children's progress, next steps and ideas to continue learning at home 03/08/2026

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Action Completion Date

strengthen routines across the nursery to ensure all staff are deployed effectively and children develop an understanding of expectations 03/08/2026

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Action Completion Date

maintain up-to-date knowledge of changes to legislation and requirements, with a focus on children's safety, and 03/08/2026

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Address:

Croydon Healthcare Nhs Trust Croydon University Hospital, 530 London Road Thornton Heath CR7 7YE

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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About this inspection

The inspector spoke with leaders, staff, 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 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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