Wonder Kids Nursery LTD

Wonder Kids Nursery LTD

Unique reference number (URN): 2837581 Address: 26 Main Avenue, Northwood, HA6 2HJ Type: Childcare on non-domestic premises Registered with Ofsted: 07/05/2025 Registers: EYR, CCR, VCR Registered person: Wonder Kids Nursery 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 Strong standard

Children make consistent progress from their individual starting points. They are calm, attentive and develop impressive listening skills. Even younger children recognise familiar routines and expectations. For example, during group activities, children notice when an object has fallen or something is missing. They confidently communicate this so that the activity can continue as they expect.

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Achievement Strong standard

Children make particularly effective progress in communication and language. Those children learning more than one language find different ways to express themselves. For example, younger children who initially communicate through babbling and gestures learn signs, such as 'more', to clearly express what they want. Children also confidently use actions alongside language, such as making binoculars with their hands during familiar songs.

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Achievement Strong standard

Children with special educational needs and/or disabilities or who face other barriers make meaningful progress from their starting points. Across the curriculum, children develop broad knowledge and skills alongside increasing confidence and independence. They are very well prepared for their next stage of learning, including school.

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Children's welfare and wellbeing Strong standard

Leaders and staff place children's welfare and wellbeing at the heart of their work. Staff know children and their families very well. They respond sensitively when their needs or circumstances change. Staff thoughtfully adapt care for children who need additional support. Warm and responsive relationships mean that children feel emotionally secure. They confidently seek staff for comfort and reassurance. Staff help children to recognise and express how they feel.

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Children's welfare and wellbeing Strong standard

Everyday routines help children to understand how to care for themselves and make healthy choices. For example, children help to prepare their own snack. They carefully cut fruit and peel their own satsumas. Staff teach them how to use utensils safely, including keeping them low and on the chopping board. Children develop independence while learning how to keep themselves safe.

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Children's welfare and wellbeing Strong standard

Personal care is equally positive and nurturing. For example, nappy changing is a relaxed and happy experience where staff sing and talk with children. Children know what is happening and receive encouragement to participate in their own care. These sensitive interactions help children to understand their bodies and recognise what they need to feel clean and comfortable.

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Children's welfare and wellbeing Strong standard

Children benefit from a wide variety of opportunities to be physically active, both outdoors and on regular walks in the local community. They climb, balance and explore different ways of moving. For example, children excitedly chase bubbles. They stretch, reach and use their hands and feet to pop them. Staff make physical activity joyful while encouraging children to

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Expected standard

move their bodies safely. These varied experiences develop children's strength, coordination and physical confidence.

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Curriculum and teaching Strong standard

Leaders have designed an ambitious and inclusive curriculum that reflects the ages, stages and individual needs of the children who attend. Staff know children exceptionally well. They use what they know about children's development, interests and experiences at home to decide what to teach next. Assessment is purposeful and helps staff to quickly recognise where children may need additional help or extension in their learning.

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Curriculum and teaching Strong standard

Teaching is consistently of a high quality. Staff understand that every interaction can help children learn. They encourage children to have a go, persevere and solve problems for themselves. For example, activities, such as rescuing dolls wrapped in tape, encourage children to work out how to peel, pull and unravel the tape using their fingers. Staff carefully judge when to offer a small amount of help and when to step back. Children receive praise for their efforts and show great delight when they achieve their goal independently.

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Curriculum and teaching Strong standard

Staff also respond skilfully to children's curiosity. For example, when children hear unfamiliar noises outdoors, they stop, listen carefully and try to identify what they can hear. Staff build on these spontaneous moments to encourage children to notice and explore the world around them.

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Curriculum and teaching Strong standard

Staff weave preparing children for their future throughout the curriculum. For example, children give out bowls and help to clean tables, while older children are encouraged to communicate their wants and needs, manage their own clothing and take increasing responsibility for familiar routines. These experiences build children's knowledge, curiosity, confidence and independence for their next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff have created a calm and positive environment where children know what is expected of them. Routines are familiar and predictable, while staff adapt their approach to children's age, development and individual circumstances. Children respond very well. They listen carefully, wait patiently and move calmly between different parts of their day.

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Behaviour, attitudes and establishing routines Expected standard

Staff are warm and positive role models. They teach children to be kind, take turns and care for others. For example, older children model expectations for younger children by showing them how to place bowls and cups down, ready for snack. Staff reinforce these moments with specific praise, helping children to understand why their actions are helpful and kind. Children play happily together, collaborate well and show genuine care for their friends.

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Behaviour, attitudes and establishing routines Expected standard

Children develop positive attitudes to learning and take increasing responsibility for familiar routines. They give out plates, tidy resources and clear away after meals. Children play and learn happily together. For example, children learn about healthy choices as they work together to make milkshakes using milk and real fruit. They receive encouragement to participate, have a go and take pride in doing things for themselves.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote regular attendance and promptly follow up unexplained absences. However, their approach is not yet consistently systematic in anticipating and addressing potential barriers to attendance, particularly for children who may face disadvantage or other barriers to their learning and wellbeing. Strengthening this approach would help leaders to identify potential barriers earlier and provide timely support to help children maintain regular attendance.

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Inclusion Expected standard

Leaders know children and their families well. They identify children's emerging needs and consider the different barriers that may affect their learning or wellbeing. Staff use their observations, developmental information and knowledge of each child to adapt experiences and provide additional support. This helps children to take part and make progress from their starting points.

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Inclusion Expected standard

Leaders work closely with families and seek advice from external professionals when needed. For example, leaders adapt their usual settling-in procedures when children may need additional support. They offer extended settling-in sessions. This helps staff to build a greater knowledge of children and develop a positive relationship with families before children start. Leaders use this information to plan suitable support and adaptations.

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Inclusion Expected standard

Leaders understand how disadvantage can create barriers for children. Although no children currently receive early years pupil premium funding, leaders have previously used this funding to widen children's experiences. For example, staff make individual plans with parents and carers and consider how the funding can have the best impact for their child. Leaders have used funding to enable children to take part in trips and experiences that may otherwise have been difficult for families to access.

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Inclusion Expected standard

The special educational needs and/or disabilities coordinators work effectively with families, staff and external professionals to support children with special educational needs and/or disabilities. Staff receive appropriate support to identify and respond to children's emerging needs. Typically, staff identify children's emerging needs and adapt their approach appropriately. Leaders encourage staff to reflect on children's development and seek further advice when needed. This generally helps staff to provide appropriate support as children's needs and circumstances change.

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Leadership and governance Expected standard

Leaders have a clear understanding of their setting, the families they serve and what they do well. They are ambitious for children and reflect carefully on where provision can be improved. As a relatively new setting, leaders have established clear systems and routines and continue to develop these as the needs of children and families change. Decisions are centred on children's best interests, including those with special educational needs and/or disabilities or children who may face barriers to their learning or wellbeing. Leaders value staff as 'family' and take account of their wellbeing and workload. Regular supervision sessions, appraisals and informal discussions provide opportunities for staff to reflect on their work, receive feedback and identify areas for development. Staff speak positively about the support they receive and work together as a close and supportive team.

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Leadership and governance Expected standard

Professional development is relevant and supports staff to fulfil their roles effectively. Leaders use training, quizzes, peer observations and spontaneous questions to check staff's knowledge and reinforce their expectations. Leaders reflect that they can build on these effective arrangements by developing an even more systematic approach to continually refreshing and deepening practitioners' professional knowledge as guidance evolves. For example, safe-sleep arrangements are appropriate and practitioners have received relevant information and training. Leaders identified that more regular opportunities to revisit evolving guidance would further strengthen staff's understanding of the reasons that underpin safe practice.

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Leadership and governance Expected standard

Leaders establish positive relationships with parents and carers and external professionals. Parents particularly value the regular communication and individual attention their families receive. Leaders seek specialist advice when appropriate and work constructively with others to ensure that children receive the support they need.

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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 arrive at this warm and welcoming setting knowing that staff are genuinely pleased to see them and ready to help them enjoy their day. They develop warm and trusting relationships with staff. Children readily seek comfort and reassurance when they need it, and then confidently return to their play. They learn to be kind to each other, share, take turns and help their friends. Staff notice these moments and praise children for being thoughtful and caring.

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

Children are enthusiastic and engaged in the experiences that staff provide. Staff know what captures children's interests and use this to encourage them to join in. For example, children giggle with excitement during familiar group activities, such as 'bucket time'. They eagerly join in with songs, actions and repeated phrases and wait with anticipation to see what will happen next. Staff introduce new words, counting and simple ideas, such as 'size' and 'colour'. Younger children join in through sounds and actions. This helps children to develop their confidence and early communication.

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

Children benefit from experiences that are matched to their age, interests and stage of development. For example, staff provide sensory activities using different textures, smells and tastes. They introduce words, such as 'sour' and 'stir', as children explore lemons, mint and ginger. Staff adapt activities when children need extra help with their communication, attention or emotional development. This helps children to make progress from their individual starting points and take part alongside their friends.

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

Children become increasingly independent. They help to prepare snacks, pour drinks, tidy away and make choices for themselves. Children develop the physical skills they need for later learning through cutting, mark making, using tools, climbing and balancing. They benefit from walks and outings which provide further opportunities for children to explore and be active.

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Address:

Type: Childcare on non-domestic premises

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Address:

Registration date: 07/05/2025 Children's home languages, cultures and family experiences are valued. Staff work closely with families and use what they know about children to help them settle, learn and flourish. Parents and carers speak very positively about the care their children receive. They particularly value the close communication with staff and describe how their children have grown in confidence and communication since attending. Children are safe, well cared for and increasingly confident and prepared for what comes next.

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Next steps

Leaders should ensure practitioners regularly update and deepen their knowledge as guidance changes, including guidance on safe sleep, so that practice remains current and consistent. Leaders should strengthen how they anticipate and address barriers to attendance, particularly for children who are disadvantaged or may face barriers to their learning and development.

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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 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: Wonder Kids Nursery LTD

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About this inspection

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

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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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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