Kido Crouch End

Kido Crouch End
Unique reference number (URN): 2581646
Address: Earl Haig Hall, 18 Elder Avenue, Crouch End, London, N8 9TH
Type: Childcare on non-domestic premises
Registered with Ofsted: 19/06/2020
Registers: EYR, CCR
Registered person: Kido Schools UK Limited
Inspection report: 27 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.

Expected standard
Achievement Expected standard
Children develop many skills to support their future learning. They make positive progress
across all areas, particularly in their communication skills. They participate in group
discussions confidently, ask questions and talk to staff, visitors and their friends. They listen
attentively to stories, including those that focus on different behaviours and emotions, as
they begin to understand the needs of others. Children benefit from opportunities to become
independent. Babies begin to drink from cups and feed themselves using a spoon. Older
children serve their food and pour their drinks, showing perseverance when they encounter
challenges. Children show positive attitudes to learning, as they listen and contribute their
ideas. Children develop their social skills well during the regular outings into the community
and local park to socialise together. They are learning to show responsibility and respect for
their environment and to develop their resilience and key skills in preparation for starting
school.
Behaviour, attitudes and establishing routines Expected standard
Staff are positive role models, and they teach children about feelings and emotions. They
work hard to support children who may need additional help to manage their behaviour and
actions. Staff teach children through discussions to understand the effect their behaviour
has on others. They also use stories that feature this within language and visuals to help
children understand. As a result, children typically understand the expectations around their
behaviour.
Children benefit from knowing what will happen next in their day. Staff encourage children to
manage tasks for themselves. Children are developing skills and awareness, including in
how to tidy away toys once they have finished playing. They show responsibility and respect
for their environment. Staff provide reassurance, praise and encouragement during
children's play. Smaller group sessions help children learn to play and collaborate well with
each other. Children talk with their friends, showing care, for example knowing what their
peers may be allergic to and how to keep them safe. Staff offer regular praise and
encouragement, celebrating children's achievements with them. This encourages positive
self-esteem and wellbeing. Leaders offer flexible sessions for parents and carers, while
prioritising the importance of regular attendance in preparing children for school.
Children's welfare and wellbeing Expected standard
Staff teach children to be aware of risk, including as they climb and slide on large-play
equipment, also developing their physical skills. They sit closely to guide babies as they
learn to walk and climb. When children need additional support to develop emotional
regulation, staff teach them to express their needs. They develop routines to help children
form healthy habits. The outdoor space and large indoor spaces are used well to support
children's physical skills. Staff teach breathing techniques during yoga and mindfulness
sessions, for example, to help children feel calm and promote their wellbeing. There are
plans underway to plant and grow in the outdoor areas, so children can learn about the

natural world, caring for and nurturing plants. Children benefit from healthy, nutritious and
nourishing snacks and meals. Staff sit directly with children when they eat, supervising
closely to make sure every child's dietary needs are catered for and clearly understood.
Curriculum and teaching Expected standard
Staff plan challenging and fun activities with a clear curriculum that is typically well adapted
for all children. This includes children with special educational needs and/or disabilities
(SEND) and those who need extra support with their learning. Training is considered and
planned for individual staff so that they remain knowledgeable, including in supporting
children's emerging needs. This has helped staff successfully complete referrals and begin
the graduated approach to support children with SEND. Staff teach children about the
texture of sensory materials, encouraging them to explore how materials react and can be
handled. They share new and interesting vocabulary to encourage children to express their
creative ideas. Children enjoy looking at books and sharing stories with each other and the
staff. Staff read to the children retaining their listening and attention by asking questions and
acknowledging them when they contribute their ideas. Children show pleasure and
enthusiasm as they regularly choose to look at books independently. Staff use mathematical
language as children count and measure. They thoroughly enjoy activities, such as when
they made telephone headsets. Staff use this opportunity to develop children's social skills,
as children learn that playing with each other can enhance their happiness and enjoyment of
learning. At times, during free play, not all children take part and are on the outskirts of play
with less staff interaction. Leaders do recognise where they can support staff further with
consistent and purposeful interactions and to ensure that all children are encouraged and
enabled to join in.
Inclusion Expected standard
Staff prioritise an inclusive culture so that all children and their families feel valued. The
curriculum is used effectively to help children celebrate their own unique qualities, and
children delight in sharing their individuality with others. Staff take account of children's
different needs and interests. They typically prioritise support for children with special
educational needs and/or disabilities and those who face other barriers to learning. Staff
carefully consider the curriculum to support children's individual needs. They work as a team
to recognise and plan any adaptations required to support individual children. They are able
to express how all children's learning journeys are different and how they are planning to
make supporting the children's development a priority.
Parents and carers particularly appreciate that leaders offer to accompany families on
school visits and support them with additional information to help them understand the
process. This means that all children are well prepared for their next educational stage. Staff
have a secure understanding of how and where to access additional support for children
and their families. Staff with lead roles coordinate progress and communication
knowledgeably and efficiently. They work closely with outside agencies and understand the
valuable role these agencies play in advising and supporting families to ensure that children
receive timely and coordinated support.

Leadership and governance Expected standard
Leaders and staff are committed to providing high-quality care and education. Leaders have
a clear and accurate understanding of the setting's strengths and priorities for improvement.
They take decisive action to continue to address any areas for development. This includes
that they understand the benefit of making group sizes more manageable and differentiating
learning, including through the small-group activities. They have plans underway to develop
this aspect of teaching further. Leaders do prioritise working as a team, with new staff
receiving clear induction and ongoing support from team members. They regularly seek
input from staff and aim to use feedback to refine and review practice and provision. Some
aspects of communication with parents are still in the early stages of being embedded, with
further strengthening required to establish consistent and regular opportunities for feedback
so that any decisions are clear to support progress.
Leaders place a focus on professional development and staff's wellbeing. They provide
regular supervision for all staff, and new staff receive clear induction, including being guided
by mentors. This has generally helped staff to deliver and develop the curriculum
consistently with leaders support. Some staff work across the company's other settings and
are very familiar with procedures and practice, know the children well and are supported by
the team. Staff appreciate the guidance and acknowledgement from leaders, valuing the
development opportunities provided and the attention given to their wellbeing. As a result,
staff are happy in their roles, which is evident in the warmth and care they show towards
each other and the children.
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

What it's like to be a child at this setting
Children experience a welcoming and inclusive environment. They are warmly greeted on
arrival and are eager to engage in the many stimulating learning experiences available to
them. Children attend regularly ensuring that they do not miss out on valuable learning
experiences. Staff and leaders create a warm, stimulating environment that supports all
areas of children's learning. They thoughtfully consider children's interests, needs and next
steps when planning meaningful activities. Children generally benefit from teaching that
enables them to make appropriate progress in their development. Staff help to prepare
children for their next stage of learning considering children's individual interests. Staff
identify when children may require additional support so that they can provide targeted
interventions aimed to enable all children to make progress. Leaders work closely with other
professionals following guidance and are developing plans to make sure that all children are
fully included and well supported. Staff encourage children to explore and investigate the
range of resources, reinforcing their curiosity. They plan a safe and accessible learning
environment for all children, including babies. Staff support children to recognise their name
and use a visual timetable to help them understand the routine. Babies enjoy taking part in
creative play with staff, who sit at their level following their interests. Children show
enthusiasm when staff support their choices, which boosts their confidence and self-esteem.
Staff engage children in conversations about their play to strengthen communication and
language skills, including expressing their feelings and emotions. Staff gently prompt and
guide children to work collaboratively and share resources, helping to develop positive
social interactions. Children become deeply engaged in role play and quickly develop the
skills they need to become confident communicators. Children receive frequent praise and
recognition for their efforts and achievements. Their artwork is proudly displayed throughout
the setting and shared with parents, for instance helping them feel valued and appreciated.
This contributes positively to their confidence, sense of belonging and emotional resilience.
Next steps
Leaders should develop ways to communicate with parents and carers to support an
effective, collaborative approach to children's development.
Leaders should strengthen targeted support for staff to embed consistently high-quality
interactions so that all children can participate fully and increase their engagement further.
About this inspection
The inspector spoke with leaders, staff and children 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.

Inspector:
Catherine Greene
About this setting
Unique reference number (URN): 2581646
Address:
Earl Haig Hall
18 Elder Avenue
Crouch End
London
N8 9TH
Type: Childcare on non-domestic premises
Registration date: 19/06/2020
Registered person: Kido Schools UK Limited
Register(s): EYR, CCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30
Local authority: Haringey
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 27 May 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places

100
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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