UK Kidz

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Staff develop good relationships with parents. They recognise the importance of privacy and speak to families individually as they arrive.

Staff encourage parents to borrow books and read to children at home. Children are eager to come to nursery. They are greeted by cheerful staff and happily say goodbye to their parents.

This means that children settle well. The setting is calm. There are lots of staff available to support children.

Staff listen and talk to children, making suggestions as they play. This gives children the confidence they need to explore the activities on offer. However, staff ask questions whi...ch require a limited answer.

For example, 'Which is red?' Children answer easily. This does not extend children's thinking or help to develop their communication skills. Children play outside daily.

They are physically active and enjoy running, climbing, and using wheeled cars. However, equipment that is unsuitable has not been recognised or removed. Children are mostly engaged in their play and learning.

However, activities do not always build upon children's current interests and stages of development. Staff's instructions are not clear and consistent. As a result, children become restless during adult-led group activities.

What does the early years setting do well and what does it need to do better?

Leaders have developed a curriculum that intends to support children's communication, independence and social skills. However, this has not been effectively shared with all staff. Therefore, teaching does not consistently support children to make good progress in these areas.

Staff do not always focus their teaching so that it builds upon what children already know and can do. As a result, interactions do not consistently capture children's interests or effectively support their next steps in learning.Despite the weaknesses in teaching, children are generally content to choose from the range of activities provided.

Staff encourage children to sing together and to welcome their friends. Staff notice what children are doing and speak with them as they play. At times, staff ask questions that require a 'yes' or 'no' answer.

For example, 'Are you sawing, can you saw like daddy?' As a result, children are not fully supported to extend their language and thinking skills further.Staff identify and address risks to children inside the setting. However, some outdoor equipment is not suitable for the ages of children attending.

For example, a large trampoline. Despite this, staff supervise children well and quickly intervene, when required, to keep children safe.Children are provided with daily outdoor play.

They have space to run, climb and practice propelling themselves along on wheeled toys. This helps children to develop their large-muscle skills.Staff ask children to tidy up and sit together for adult-led group times.

However, staff are not consistently clear with their instructions and expectations. As a result, not all children know what is expected of them. Some children become distracted and do not benefit from these activities.

Children sit together to eat at mealtimes. Staff support children to choose what they would like. However, staff help children to do things that they could be learning to do for themselves.

Examples include, washing their hands and serving themselves toast and fruit. As a result, children's independence is not fully supported.Staff teach children about keeping themselves healthy.

The setting has worked with health professionals to provide all children with a toothbrush. Staff teach children how to clean their teeth. They sing a tooth-brushing song and use a model to show children what to do.

This helps to improve children's oral health.The setting shares information with parents. Parents report having trusting relationships with staff.

The setting provides books for children to borrow and read at home. This helps children to develop a love of reading.The provider has failed to notify Ofsted of significant events, which is a requirement of their registration.

For example, changes to the nominated individual and space available to children. This does not have a significant impact on children's safety, wellbeing or learning.

Safeguarding

The arrangements for safeguarding are effective.

There is an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage and Childcare Register the provider must: Due date ensure all staff understand and implement the curriculum intent, including providing activities which build upon what children already know and can do 04/11/2024 take all reasonable steps to ensure children in your care are not exposed to risks, including removing unsuitable equipment from the outdoor area 18/09/2024 notify Ofsted of changes that must be notified, including any change to the nominated individual.18/09/2024 To further improve the quality of the early years provision, the provider should: nimprove teaching so that staff offer meaningful and challenging interactions during play and activities provide children with clear instructions so that they understand what is expected of them and are ready to participate in joint activities provide consistent opportunities for children to practice and develop their emerging independence.