Country Kids Day Nursery

Country Kids Day Nursery

Unique reference number (URN): 2564560 Address: Country Kids Day Nursery, Main Street, Kneesall, Newark, Nottinghamshire, NG22 0AD Type: Childcare on non-domestic premises Registered with Ofsted: 30/10/2019 Registers: EYR, CCR, VCR Registered person: Country Kids Day Nursery Kneesall 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, including those with special educational needs and/or disabilities, achieve extremely well across the curriculum from their individual starting points. They become confident communicators who can express their needs, ideas and experiences, listen attentively and use increasingly rich vocabulary in meaningful contexts. Children confidently apply new mathematical understanding, using language such as 'empty', 'full', 'heavy', 'half' and 'whole', and count accurately during everyday experiences.

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Achievement Strong standard

Children achieve highly in their physical development and become increasingly capable and independent. They develop strength, balance and coordination and confidently manage routines such as eating, washing, dressing and tidying. Children demonstrate excellent personal, social and emotional development. They form secure relationships, cooperate, share, take turns, manage their emotions and persevere when faced with challenges. Children's individual achievements are recognised and celebrated, regardless of their starting points.

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Achievement Strong standard

Children are very well prepared for school. They are confident, curious and resilient learners who can listen, communicate, solve problems, manage routines and work collaboratively. They approach new experiences enthusiastically and develop the independence and learning behaviours needed to flourish in their next stage of learning.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have extremely high expectations for children's behaviour, attitudes and engagement. Routines are thoughtfully established and consistently embedded across the nursery. This creates a calm, purposeful and highly inclusive environment where children feel secure and know what is expected of them. Transitions between activities, moving between indoor and outdoor play and mealtimes are calm and considered learning opportunities. Staff use these moments purposefully to develop children's independence, communication and social skills.

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Behaviour, attitudes and establishing routines Strong standard

Children develop positive attitudes from the earliest age. Babies learn the importance of 'kind hands' as they play with dolls, while toddlers confidently invite others to join their play, making a circle and telling friends that they have 'saved a space'. Children demonstrate genuine consideration for others and understand that everyone is valued and included. As children grow, they increasingly take responsibility for their environment and demonstrate excellent attitudes to learning. Pre-school children work collaboratively to clean the snack table. Children use cloths and proudly explain, 'The water has been absorbed,' demonstrating curiosity alongside their willingness to contribute.

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Behaviour, attitudes and establishing routines Strong standard

Leaders take decisive action to promote regular and consistent attendance, identifying emerging patterns quickly and working closely with families to understand and address any barriers. Their inclusive approach ensures every child can participate fully and benefit from exciting experiences.

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Children's welfare and wellbeing Strong standard

Leaders and staff provide superb care that is highly responsive to every child's individual needs. Children are known very well, and care practices are thoughtfully adapted to ensure every child receives the precise support they need to thrive. Key persons develop secure and trusting attachments with babies and children. They are highly attuned to children's cues and respond with warmth, sensitivity and consistency, giving children a secure sense of safety and belonging.

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Children's welfare and wellbeing Strong standard

Children develop an excellent understanding of their physical development, health and wellbeing. Staff intentionally teach, even the youngest children, vocabulary for different parts of their bodies. As a result, children understand and respond confidently to simple instructions, such as to wipe their face after meals, developing their communication skills and independence. The purposefully designed outdoor area and equipment help strengthen children's upper body and core muscles, supporting physical development through enjoyable challenge. Children enjoy a wide variety of nutritious and healthy meals and develop a positive understanding of food. Mealtimes are sociable learning opportunities. For example, children learn that chow mein means stir-fried noodles, extending their vocabulary and knowledge of the foods they eat.

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Children's welfare and wellbeing Strong standard

Staff are skilled at supporting children's emotional development. They recognise individual emotional cues and sensitively help children recognise, express and manage their feelings. Sleeping, feeding and care routines are highly personalised and responsive to individual needs. As a result, children are secure, confident and increasingly independent.

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Curriculum and teaching Strong standard

Leaders have an extremely clear understanding of the quality of the curriculum and teaching. The ambitious curriculum is superbly sequenced, with a particular focus on art, music and experiences that introduce science and technology. This supports children to develop as curious, confident learners. Every member of staff knows precisely what children are working towards, alongside their individual next steps, ensuring teaching builds seamlessly on what children already know and can do.

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Curriculum and teaching Strong standard

Staff use children's interests and everyday experiences very well to deepen learning. In the toddler room, children develop mathematical understanding through mud kitchen play as staff introduce language such as 'empty', 'full' and 'heavy'. In pre-school, staff skilfully extend mathematical thinking as children explore 'half' and 'whole' crackers and use counting during tidying. Children's vocabulary is continually enriched across the curriculum, including through meaningful experiences such as learning that chow mein means stir-fried noodles.

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Curriculum and teaching Strong standard

The curriculum gives high priority to children's physical, personal, social and emotional skills alongside their developing knowledge and understanding. Staff support babies to develop resilience by allowing them time to solve problems independently, while older children develop confidence, cooperation and independence through carefully planned experiences.

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Curriculum and teaching Strong standard

Assessment is used precisely to shape teaching and provision. Staff identify individual next steps and adapt environments accordingly, such as positioning furniture to encourage babies to develop strength and mobility. Teaching is highly inclusive, with Makaton, visual communication, sensory resources, smaller-group experiences and specialist advice used effectively to remove barriers. Staff also value children's home languages and cultures, learning key words to support children who speak English as an additional language. As a result, every child accesses the ambitious curriculum and makes secure and sustained progress from their individual starting points.

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Inclusion Strong standard

Leaders have extremely high aspirations for every child and are unwavering in their belief that all children can thrive, regardless of their starting points or individual circumstances. They know children very well and identify needs and potential barriers quickly, putting thoughtful and highly effective adaptations in place to enable every child to participate fully. Adaptations, such as sensory baskets and alternative communication methods, work well as strategies for individual children but also for other children too. Leaders ensure that these approaches are shared and embedded across the nursery so that all staff understand how to respond consistently and confidently to children's individual needs. Staff have completed Makaton training, strengthening their ability to communicate effectively with children, while specialist advice from external professionals, including speech and language support, is

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Inclusion Strong standard

Leaders work closely with families and other professionals to ensure support is timely, well coordinated and responsive. Children with special educational needs and/or disabilities, disadvantaged children and those experiencing other barriers to learning or wellbeing, are supported through carefully considered strategies that enable them to access the full range of experiences. The warm, nurturing and genuinely inclusive culture ensures that every child is valued, celebrated and respected. Children's strengths are recognised and their differences embraced, enabling them to develop confidence, independence and a secure sense of belonging.

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Leadership and governance Strong standard

Leaders have an accurate and insightful understanding of the nursery's strengths and areas for development. They take decisive action to secure continuous improvement. They have cultivated a highly skilled, committed and extremely knowledgeable staff team. The long- standing and highly qualified team brings a wealth of experience and expertise, providing children with consistently high-quality care and learning experiences. Staff demonstrate a shared commitment to the nursery's values and to achieving the very best outcomes for every child.

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Leadership and governance Strong standard

New staff and those completing early years qualifications are very well supported to thrive in the setting. Leaders invest significantly in professional development, providing a wealth of high-quality training, coaching and opportunities to learn from experienced colleagues. Apprentices are quickly integrated into the team and develop confidence, knowledge and professional expertise in a culture where continuous improvement is genuinely valued. This investment ensures that staff rapidly strengthen their practice and contribute positively to children's experiences.

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Leadership and governance Strong standard

Leaders make decisions based firmly on what is in the best interests of children. They have high aspirations for all children and carefully consider the needs of disadvantaged children, those with special educational needs and/or disabilities and those facing other barriers to learning or wellbeing. Leaders are reflective and responsive, using evidence from children, families and staff to inform improvement and ensure that decisions have a positive impact.

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Leadership and governance Strong standard

Leaders' commitment to professional learning extends beyond their own staff team. Their developing role as partners in the early years stronger practice hubs provides valuable opportunities to share best practice across the wider early years sector and to access evidence-based practice. Leaders are ambitious to strengthen staff's knowledge and challenge their thinking, including through international opportunities for staff to undertake charitable and professional learning experiences. This approach demonstrates a commitment to continuous improvement and to bringing about a transformational impact on staff practice and outcomes for children.

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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 get off to the very best start and thrive in this highly nurturing and inclusive nursery. They form exemplary relationships with adults who know them extremely well. Children confidently seek out familiar staff for reassurance, interaction and support, knowing adults respond sensitively to their individual needs. This sense of security enables children to separate confidently from their parents and carers and quickly become absorbed in their play and learning. Children are enthusiastic, curious and highly engaged. Babies become fascinated when a ladybird appears and carefully watch it move, giggling with excitement as adults encourage them to use 'gentle hands'. Staff seize these spontaneous opportunities to develop children's understanding of the world and introduce new vocabulary.

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

Toddlers become deeply absorbed in imaginative play as they fill and pour water in the mud kitchen, confidently creating 'potions'. Staff skilfully extend this play, introducing mathematical language such as 'empty', 'full' and 'heavy'. Children confidently test their ideas and notice what happens when they add more water. At snack time, children proudly drizzle honey onto their yoghurt and stir it themselves. Children proudly say, 'I waited patiently,' demonstrating their confident understanding and application of positive expectations.

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

Children's experiences are rich, stimulating and thought-provoking. They remember previous experiences, such as meeting a beekeeper, and enthusiastically make connections with their current learning. During story time, children confidently share ideas, explain what they know and consider what objects might be used for. They confidently name unfamiliar and more complex objects, including 'telescope' and 'handkerchief', demonstrating their expanding vocabulary and excellent recall. Adults build on children's contributions, helping them develop increasingly detailed explanations. Children develop excellent independence, resilience and social skills. They learn to share, take turns, cooperate and show kindness. Children confidently persevere when something does not initially work and are encouraged to think about what they could try next. They increasingly manage their own routines and care for themselves, taking great pride in what they can achieve independently.

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

Children, including those with special educational needs and/or disabilities, make secure and sustained progress from their individual starting points. Staff understand children's individual needs and adapt their support effectively. As a result, children develop the confidence, independence and positive attitudes to learning they need to thrive and are extremely well prepared for their next stage of learning.

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Next steps

Leaders should continue to maximise the opportunities presented through their partnerships with other early years professionals, sharing and embedding evidence-based

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Address:

Country Kids Day Nursery Main Street, Kneesall Newark Nottinghamshire NG22 0AD

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Country Kids Day Nursery Kneesall Limited

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Address:

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

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Address:

Local authority: Nottinghamshire County Council

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection. practice across the nursery to inspire reflective practice and secure a transformational impact on the quality of teaching and outcomes for children.

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About this inspection

The inspector spoke with leaders, staff, children, 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. This data is from 12 August 2026

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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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