Kiddos Day Nursery

Kiddos Day Nursery

Unique reference number (URN): 2843676 Address: Little Moss Lane, Clifton, Swinton, Manchester, M27 6HA Type: Childcare on non-domestic premises Registered with Ofsted: 02/07/2025 Registers: EYR Registered person: Kiddos 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 Expected standard

Children make good progress from their individual starting points and develop the knowledge, skills and confidence needed for the next stage of learning. They communicate confidently with adults and their peers, using an increasing range of vocabulary during play.

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Achievement Expected standard

Children confidently explore the environment and seek out their friends to join in with imaginative play. For example, children take on roles such as 'mum' while pretending to make tea. This develops communication, cooperation and social skills. Toddlers demonstrate sustained concentration as they explore water play and make marks in sand, showing pride in their achievements. Older children develop independence by serving their own lunch, pouring drinks and talking about the food they are eating.

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Achievement Expected standard

Children with special educational needs and/or disabilities, and those facing barriers to learning, make good progress because they receive support that meets their individual needs. They participate alongside their peers, develop confidence and independence and are well prepared for their next stage of learning through a broad curriculum that promotes communication, curiosity and resilience.

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Behaviour, attitudes and establishing routines Expected standard

Children are kind, caring and respectful towards one another. They show empathy when others are upset or hurt. For example, children comfort their friends and show genuine concern when a child hurts themselves. Children with special educational needs and/or disabilities, and those facing barriers to learning, receive effective support. Staff adapt routines and activities to meet individual needs. As a result, children participate confidently alongside their peers and manage transitions throughout the day successfully.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff have created a calm and nurturing environment. Children understand routines and behave well. They arrive happily, separate confidently from their parents and quickly engage in purposeful play. Secure relationships with staff help children feel safe and ready to learn. Consistent routines and personalised support promote positive attitudes to learning. Mealtimes are calm and well organised. Older children independently serve their lunch, pour drinks and use good manners. Younger children are encouraged to feed themselves, helping to develop independence and confidence.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have a clear understanding of the importance of good attendance. They work closely with families to identify barriers and provide tailored support when needed. This proactive approach helps children attend regularly and benefit from consistent learning experiences. It also strengthens safeguarding practices and promotes children's wellbeing. As a result, children develop the confidence, resilience and skills needed for their next stage of learning.

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Children's welfare and wellbeing Expected standard

Leaders and staff place children's welfare and wellbeing at the heart of practice, ensuring children feel safe, secure and valued. Secure attachments are evident throughout the setting, with children confidently seeking staff to show their achievements. Children's individual care needs, including sleeping, feeding and personal care routines, are well understood and consistently met. This helps children feel emotionally secure and ready to learn. Children develop physically from a young age and are encouraged to walk, explore and move freely. They enjoy outdoor experiences, such as playing games of hide and seek and exploring sensory activities linked to stories, promoting their physical development and wellbeing.

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Children's welfare and wellbeing Expected standard

Older children are generally supported to recognise and express their feelings through circle times, visual prompts and stories. These experiences help children develop empathy and positive relationships. Calm interactions, praise and consistent reminders, such as around using 'kind hands' and 'being kind to our friends', help children understand expectations and develop positive behaviour. Leaders should further develop opportunities for younger children and those with special educational needs and/or disabilities to recognise, understand and express their emotions.

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Curriculum and teaching Expected standard

Staff create a calm and purposeful learning environment where children remain engaged and motivated to learn. Staff use open-ended questions and allow children time to think and respond. Staff typically adapt teaching effectively for children with special educational needs and/or disabilities and those facing barriers to learning, ensuring they access the same ambitious curriculum while promoting communication, social development and cooperation.

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Curriculum and teaching Expected standard

Leaders regularly monitor the quality of teaching and use their findings to strengthen practice. They identified opportunities to develop staff questioning and increase the level of challenge provided during adult-led activities, ensuring that children consistently deepen their thinking and extend their learning. Leaders responded by providing professional guidance and monitoring practice to improve consistency in teaching.

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Curriculum and teaching Expected standard

Leaders prioritise communication and language across the setting. Staff carefully model vocabulary that matches children's stages of development. For example, babies hear words such as 'splash' and 'roll', while older children respond to questions, including, 'How big is your tower?' Staff embed mathematical language throughout routines, games and songs, strengthening children's early mathematical understanding.

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Curriculum and teaching Expected standard

Leaders continue to develop the outdoor environment so that it reflects the quality and breadth of learning opportunities available indoors. This work will further strengthen children's learning and ensure that they benefit from ambitious experiences across all areas of the curriculum.

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Inclusion Expected standard

Leaders and staff have a thorough understanding of the needs of children and families in their community. They respond quickly when emerging needs are identified and have created an inclusive culture where every child is valued. Robust assessment processes, alongside ongoing observations, enable staff to identify concerns early and work closely with parents and other professionals to provide coordinated support. This joined-up approach reduces barriers to learning and promotes positive outcomes for all children. Leaders monitor children's progress closely and review interventions to ensure that support remains in place.

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Inclusion Expected standard

Leaders ensure that staff receive regular training. This enables practitioners to identify needs quickly, implement appropriate strategies and review the impact of support. Screening tools are used effectively to identify gaps in learning at the earliest opportunity. Staff use assessment information to plan targeted interventions and adapt experiences to meet children's individual needs. Staff consistently model language, introduce and reinforce new vocabulary and celebrate children's communication attempts. For example, children confidently repeat newly modelled words during play and benefit as they receive immediate praise and encouragement. This builds confidence, extends vocabulary and strengthens communication skills.

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Inclusion Expected standard

Leaders demonstrate a clear commitment to inclusion through strong partnerships with families and professionals. Adaptations to routines, activities and learning experiences ensure that children, including those with emerging or identified special educational needs and/or disabilities, access the curriculum successfully. As a result, children make good progress from their individual starting points and develop the knowledge, skills and confidence needed for their next stage of learning.

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Leadership and governance Expected standard

Leaders have a clear vision for the setting and place children's learning, welfare and wellbeing at the centre of their decision-making. They have a secure understanding of the setting's strengths and are committed to continuous improvement. Leaders regularly review practice, using monitoring and reflective discussions to identify areas for development. This ensures that the curriculum continues to meet the needs of all children, especially those with special educational needs and/or disabilities. Leaders prioritise staff wellbeing and manage change carefully to maintain continuity for children. A positive and supportive culture helps staff feel valued, enabling them to provide consistent, high-quality care and education. Professional development is valued, and recent training has strengthened staff practice, particularly in supporting high-quality interactions. This supports continuous improvement

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Leadership and governance Expected standard

and ensures that staff remain confident in their roles.

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Leadership and governance Expected standard

Strong partnerships with families are evident. Parents are well informed about their children's care and daily experiences, creating trusting relationships that support children's wellbeing and development. However, leaders and staff do not always share children's individual learning priorities and next steps with parents. This does not consistently support families to extend their children's learning at home. Leaders work effectively with external professionals and agencies to secure timely support for children with additional needs. Children benefit from a range of meaningful experiences beyond the nursery, including outdoor learning and community activities. These experiences broaden children's understanding of the world, promote physical development and enrich the curriculum through first-hand learning opportunities.

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

Children achieve well and make good progress from their individual starting points. They are curious, motivated learners who confidently explore the environment and take an active role in their play. They demonstrate increasing independence as they select resources, make decisions and persevere when faced with challenges. Their imagination flourishes during sustained play. For example, children create an imaginary picnic in the role-play area, and they laugh together and chat throughout the activity, developing communication, cooperation and imaginative thinking. Elsewhere, children enjoy riding bikes outdoors and creating large chalk drawings, strengthening their physical development, creativity and confidence. Children have a strong sense of belonging and are happy, settled and secure. They arrive confidently and quickly engage in activities alongside their friends. Positive relationships are evident as children willingly share resources, include others in their play and celebrate one

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

Children with special educational needs and/or disabilities access the same broad range of experiences as their peers. Activities reflect their individual interests, such as by incorporating animals into learning, enabling children to participate confidently and make good progress. Younger children confidently explore alongside their peers, while older children naturally take turns and help one another during routines and activities. Children know that they are valued, respected and listened to, which helps them develop confidence and positive self-esteem.

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

Children thrive in a safe, nurturing and stimulating environment where they feel confident to explore and try new experiences. They move independently between activities, showing high levels of engagement and enjoyment. They demonstrate kindness, patience and respect for others, contributing to a calm and positive atmosphere. Children embrace new challenges with enthusiasm and show pride in what they achieve. As a result, children flourish in an environment where they feel safe, supported and included, enabling them to develop the skills, attitudes and confidence needed for future learning and success.

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Address:

Little Moss Lane, Clifton, Swinton Manchester M27 6HA

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Kiddos Day Nursery Limited

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Address:

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

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Next steps

Leaders should continue to develop the outdoor environment so that it reflects the ambitious curriculum provided indoors. Leaders should continue to support children in understanding and managing their emotions. Leaders should strengthen adult-led teaching to provide greater challenge and extend children's thinking and learning.

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About this inspection

The inspector spoke with the leader, the deputy leader, staff, the 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 to assess the quality and standards of provision 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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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. 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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