Kiddisafe Day Nursery

Kiddisafe Day Nursery
Unique reference number (URN): EY402808
Address: 109 Coleman Road, LEICESTER, LE5 4LE
Type: Childcare on non-domestic premises
Registered with Ofsted: 09/02/2010
Registers: EYR, CCR, VCR
Registered person: Kiddisafe Ltd
Inspection report: 13 May 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
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.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
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.

Strong standard
Achievement Strong standard
All children, including those with special educational needs and/or disabilities, and those
who face other barriers to learning, make excellent progress from their starting points.
Children who speak English as an additional language are consistently supported to use
sign language, visual prompts and words from their home language to communicate. As a
result, children rapidly develop the communication skills needed to thrive across all areas of
learning.
Children have access to an effective curriculum. Activities and experiences provided are
closely linked to their interests and next stages of learning, building on what children know
and can do. Children are motivated to learn and confident when trying new things. They
demonstrate a sense of pride in their achievements. Transition arrangements are
thoughtfully planned and implemented to ensure that children are well prepared for each
stage of their learning, including their move on to school.
Behaviour, attitudes and establishing routines Strong standard
Staff build extremely warm and trusting relationships with children through kind, responsive
interactions. These help children to settle quickly and feel emotionally safe. Staff encourage
children to express how they are feeling through discussions, stories and the use of props.
This helps children to begin to recognise and understand their emotions.
Leaders and staff are excellent role models for children and have high expectations.
Children thrive in an environment where behaviour expectations are understood. Babies
start to recognise and follow visual cues for expected behaviours, such as sitting down and
listening. Older children are extremely kind and respectful. Without prompting, they will tidy
away resources, share and take turns during activities. Furthermore, they are very
considerate of their peers, helping them clear the table after snack and offering support to
engage in group activities.
Staff ensure that the learning environment is varied and stimulating. This supports children
to remain highly engaged and focused on their learning. Children show positive attitudes to
learning because routines are embedded and consistent. Leaders promote the importance
of punctuality and attendance thoroughly. They work with parents to remove any barriers to
attending.
Children's welfare and wellbeing Strong standard
Leaders and staff ensure that all children and their families feel supported, valued and
welcomed. Children who are new to the setting benefit from carefully planned settling-in
sessions. Staff work closely with parents to gradually build on children's time spent at the
setting. They adapt arrival procedures and provide activities linked to their interests, helping
them feel safe and secure. The same level of care and planning helps children to transition
through the setting's classrooms and then to school.

Staff successfully encourage all children to develop their independence skills. They help
them to gain high levels of confidence in managing their own care needs. For example,
children as young as 2 years old confidently pour drinks from jugs, serve themselves meals,
wash their hands and hang up their coats. Staff also provide babies with spoons in the sand
tray to help develop the skills needed for independent feeding.
Staff support children to develop healthy lifestyles. They ensure that children have regular
opportunities to be active and build their physical skills through daily movement sessions.
For example, children twirl and dance with lightweight scarves, helping to strengthen their
gross motor skills and coordination. They toss and catch the scarves, building on their hand-
eye coordination. Staff support children to brush their teeth at the setting, helping them
practise effective brushing techniques. In addition, leaders run workshops for parents on
oral hygiene and nutrition, providing guidance and support to promote healthy lifestyles at
home.
Curriculum and teaching Strong standard
Leaders have designed and implemented an ambitious curriculum that promotes children's
curiosity, exploration and progress across all areas of learning. Staff provide consistently
high-quality teaching opportunities that support children's learning, including children with
special educational needs and/or disabilities, and those who face other barriers to learning
and/or wellbeing.
Staff know the children remarkably well and are skilled at challenging and extending their
learning. All children, including babies, are developing the resilience and skills to do things
for themselves. This prepares them for their next transition.
Staff weave mathematical language into activities during children's play, such as introducing
shapes, counting and comparing different-sized objects. They plan focused mathematical
activities for children. For example, children take turns choosing a numbered beanbag and
bang a drum to match the number they have selected. This helps children count in
sequence, recognise numerals and develop confidence and enjoyment in mathematics.
Staff provide experiences to support children's creativity. For example, they are introduced
to different artists. Children learn facts about the artist and how they use colours and
patterns in their designs. They make their own creations using new techniques. For
example, children mix different-coloured paints in spray bottles and spray them onto a range
of materials to create their own unique artwork. Furthermore, children strengthen their finger
muscles when using the spray bottles in readiness for using a pencil.
Inclusion Strong standard
Leaders have established a positive culture of inclusion, where every child's needs are
recognised and valued. Staff receive targeted training to help them provide high levels of
support for the children in their care. They promptly identify when children need additional
support and make swift referrals to appropriate professionals. They work closely with
children's families and external agencies to ensure that plans are in place for children with
special educational needs and/or disabilities, and children who speak English as an
additional language.

Leaders make purposeful use of additional funding to provide targeted support that helps
children make steady progress and close gaps in their learning and development quickly.
For example, they provide extra staff for children who may need more targeted support.
Staff are skilled at using strategies such as sign language and visual cues to successfully
strengthen children's communication and language development.
Staff rigorously monitor and evaluate children's progress. They hold termly meetings with
parents to share detailed information about their child's progress and next steps. Staff offer
ideas for activities that can be done at home to further support children's learning.
Additionally, staff share resources with parents to take home. This ensures that targets are
focused and helps children to make swift progress.
Leadership and governance Strong standard
Leaders have made remarkable progress since their last inspection. They have designed
and implemented an ambitious curriculum that builds on each child's starting points. The
quality of teaching is excellent. Staff are highly knowledgeable and reflective, regularly
sharing ideas and discussing ways to further strengthen children's learning and experiences.
The action taken has positively impacted children's learning and development, particularly
their communication and language skills.
Leaders have a clear understanding of the setting's strengths, and they successfully embed
a culture of continuous improvement. They empower staff through quality supervisions and
bespoke training. Staff use training opportunities to help enhance the curriculum for children.
For example, staff recently attended baby training. They improved sensory-play experiences
for babies and provided more physical challenges outdoors.
Staff report that leaders consider their wellbeing and workload, making adaptations to meet
their needs. This makes them feel valued and respected. Leaders continually monitor
practice across all areas of the setting. They work collaboratively with staff, parents and
professionals to reduce any barriers to children's learning. Leaders and staff carefully
consider any additional funding children receive to support their development. For instance,
funding is used to secure additional staffing to provide highly effective one-to-one
interactions.
Leaders and staff work very closely with parents to establish a firm partnership. Parents
praise how the setting is managed and comment that their children are making incredible
progress in their learning and development. Staff regularly share children's progress reports,
which helps parents to feel included in their children's care and education.

Compulsory Childcare Register requirements
This setting has met the requirements of the compulsory part of the Childcare Register.
How we check if a provider meets the requirements of the Compulsory Childcare
Register
When we check if settings meet the Compulsory Childcare Register requirements, they can
have the following outcomes:
Met
Not met
Voluntary Childcare Register requirements
This setting has met the requirements of the voluntary part of Childcare Register.
How we check if a provider meets the requirements of the Voluntary Childcare
Register
When we check if settings meet the Voluntary Childcare Register requirements, they can
have the following outcomes:
Met
Not met
What it's like to be a child at this setting
Children are at the heart of this setting. Staff are very attentive and intuitive to children's
needs. They build nurturing relationships with all children, showering them with praise and
reassurance. Children display high levels of engagement and enthusiasm. They are eager
to take on small tasks and enjoy the sense of responsibility. For instance, children take on
the role of the 'monitor' for the day. They take pride in helping clear the tables after lunch
and fill the milk jugs for their peers.

Inspector:
Kelly Langley
Children's behaviour is impeccable. They understand and respectfully follow routines and
expectations. Children happily take turns and share as they play. They have many
opportunities to come together with their peers and take part in group activities. For
example, older children gather to sing nursery rhymes and confidently choose a partner to
dance with. Babies squeal with delight as they pop bubbles during sensory play. This helps
children to develop close friendships and supports positive interactions.
Children flourish in this rich-learning environment. They enjoy the stimulating range of
activities that staff put in place for them. This helps to capture children's interest and keeps
them engaged. Learning is active, exciting and fun. Children benefit from a highly inclusive
setting, where every child is supported to be involved. Staff know children's learning needs
and adapt activities to support each child to make excellent progress from their starting
points. Leaders place a high priority on children's attendance and implement effective
strategies to ensure that children do not miss out on inclusive learning. For instance, when
an eligible funded child is unable to attend their usual hours due to additional needs or
unforeseen circumstances, leaders work with parents to make adaptations to their children's
session times.
Children grow in confidence as they develop their communication and language skills.
Those who speak English as an additional language benefit from visual cues and sign
language, helping them communicate and express their needs confidently. Additionally, staff
use children's home languages to enhance their developing communication skills further.
Next steps
Leaders should ensure continued improvement in the setting's successful work to
minimise disruption to children during times of transition to help children remain engaged
in their learning.
About this inspection
The inspector spoke with leaders, practitioners, special educational needs coordinator,
children and parents during the 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.

About this setting
Unique reference number (URN): EY402808
Address:
109 Coleman Road
LEICESTER
LE5 4LE
Type: Childcare on non-domestic premises
Registration date: 09/02/2010
Registered person: Kiddisafe Ltd
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 18:00
Local authority: Leicester
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 13 May 2026
Children numbers
Age range of children at the time of inspection
0 to 6
Total number of places
46
Our grades explained
Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
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.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement
The setting needs to make urgent improvements to provide the expected standard of
education and/or care.
The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
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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