Kiddy Winks Day Nursery

Kiddy Winks Day Nursery
Unique reference number (URN): EY394791
Address: Jubilee Community Congregation, The Elim Church, 61 Hoo Road, KIDDERMINSTER,
Worcestershire, DY10 1NB
Type: Childcare on non-domestic premises
Registered with Ofsted: 03/07/2009
Registers: EYR, CCR
Registered person: Elim Foursquare Gospel Alliance
Inspection report: 21 April 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement

Needs attention
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.
Achievement Needs attention
Some children do not make the progress that they are capable of due to inconsistencies in
the delivery of the curriculum. In general, children make sound progress in their learning.
Most children are developing their listening and attention skills. They enjoy sharing books
and stories with staff. Babies receive kind and nurturing care. They develop supportive
relationships with staff and are increasing their confidence to explore the resources on offer.
Older children are gaining some skills and knowledge that will prepare them to achieve at
school and later in life. Children who experience disadvantage and those with special
educational needs and/or disabilities receive some additional support. Children play together
cooperatively and take turns with resources.
Behaviour, attitudes and establishing routines Needs attention
Leaders do not ensure that staff have a consistent approach in teaching children what is
expected of them. Although leaders explain how staff should respond to behaviour and that
there are simple behaviour rules across the nursery of 'kind hands, kind feet and kind
words', staff do not always implement this approach. For example, some staff working with
younger children respond with 'No thank you' or 'Stop', without providing age-appropriate
explanations to help children understand expectations or learn how to regulate their own
behaviour. However, children do generally behave well.
Leaders have a sound understanding about how to promote positive behaviour and attitudes
at nursery. Children know the nursery routines. They help to tidy away toys at the end of the
session. Children have a positive approach to learning and engage well. They form
friendships with their peers. Staff talk kindly to children and give them praise when
appropriate. Children know the nursery routines. They help to tidy away toys at the end of
the session. Children have a positive approach to learning and engage well. They form

friendships with their peers. Staff talk kindly to children and give them praise when
appropriate.
Leaders are successful in maintaining a high rate of attendance at the nursery. They build
relationships and share information with families. Leaders and staff act promptly to contact
parents when children do not arrive as expected. This demonstrates their commitment to
promoting children's attendance and safety.
Children's welfare and wellbeing Needs attention
Leaders are not always aware of weaknesses in some staff practice. On occasion, staff do
not follow the setting's policy regarding the recording of nappy changes. Staff supervision of
children is generally appropriate, but lapses happen on occasions. Staff do not ensure risk
assessment outside is robust. At times, the number of children and activities in the outdoor
area increases the risk of children having accidents. For example, staff set out wheeled toys
and ball games in close proximity, and children bump into each other. This limits children's
ability to explore and play safely at all times. When leaders are made aware of such
weaknesses, they take swift action to ensure staff take steps to minimise risks to keep
children safe. On occasions, some foods available to children lack the nutrition and balance
to help children develop healthy eating habits. This does not consistently promote their
health. There are times when children with special educational needs and/or disabilities play
in isolation and do not receive the targeted support and teaching to fully support their
emotional wellbeing.
Staff build caring relationships with children. They happily join children as they play. Children
enjoy daily opportunities for fresh air and exercise. Staff encourage children to develop self-
care skills. They model good hygiene routines, including washing their hands.
Curriculum and teaching Needs attention
Leaders provide support for staff and have set out the curriculum intentions in each age
group. Staff do not routinely plan for and build upon what children already know and can do.
Some staff are not aware of what they want children to learn next. Activities and experiences
set out for children are mainly focused on their interests or staff choice rather than their
individual learning needs. Variations in the delivery of the curriculum and the quality of
teaching mean that some children with special educational needs and/or disabilities do not
always engage well and are left to amuse themselves. Leaders do not consistently ensure
that staff implement swift interventions when gaps or delays in children's development
emerge. Children do not receive sufficient targeted support. They do not make the expected
levels of progress.
Children enjoy their time at nursery. They engage in the activities and experiences on offer.
Staff encourage children to develop their mathematical understanding as they fill and empty
containers in sand and water. Staff engage children at story time as they read a story about
3 little pigs. Children listen to the story and join in with repeated refrains. They talk about
stronger houses made of bricks. Children later make their own houses and try to blow their
stick houses over. This helps to promote a love of books and develops their understanding

of the world around them as they discuss and compare the strength of bricks, straw and
twigs.
Inclusion Needs attention
Children with special educational needs and/or disabilities do not receive the support they
need. Leaders and staff recognise when children's development does not meet
expectations. However, they do not act swiftly to implement targeted strategies to fully
support children. Although leaders ensure that relevant professionals are involved, this is not
always in a timely manner. Leaders do not recognise when children who speak English as
an additional language require additional support in their communication and language
development. As children do not receive targeted support soon enough, their rate of
progression in learning is delayed.
Weaknesses in the implementation of the curriculum and teaching compromise children's
ability to build on what they already know and to engage in new learning experiences.
Leaders use early years pupil premium funding for resources they know children will enjoy.
However, they do not always consider children's individual learning needs when making
these decisions to help children who may be disadvantaged succeed. Staff are aware of
children who are known to children's social care and monitor their experiences. They work
hard to support and encourage children. They enthuse and motivate children to join in with
musical activities to extend their learning. Children join staff to sing, clap and move their
bodies to music. This helps to develop their communication and physical skills.
Leadership and governance Needs attention
Leaders do not ensure that staff practice is monitored closely enough to identify and
address the gaps in staff's ability to effectively deliver a sequenced curriculum in all areas of
learning. The overall quality of teaching is not at a sufficiently high quality. Leaders have put
into place some training, support and coaching for staff. However, this has not yet had a
sufficient impact on the care and learning needs of all children, including those with special
educational needs and/or disabilities (SEND). Leaders respond quickly to rectify
weaknesses identified relating to the safety, health and wellbeing of children. The variations
in teaching mean that children's progress in learning is not fully developing.
Leaders are committed to providing high-quality education for all children, including those
with SEND. They have made some progress towards making the necessary improvements.
Staff feel valued and are happy in their roles. Leaders engage with parents and other
professionals to help build positive relationships and to support continuity of care for
children.

Compulsory Childcare Register requirements
This setting has not 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's experiences are variable across the nursery. Leaders do not ensure that staff
deliver a sequenced curriculum to a consistently high standard. Although children enjoy a
range of activities and experiences on offer, much of their learning is incidental. In addition,
there are times when staff do not promote children's safety, health and welfare to a sufficient
standard. Leaders do not ensure that any barriers to learning are identified and addressed
swiftly. The curriculum does not ensure that all children, including those with special
educational needs and/or disabilities, receive appropriate support. This means that children
do not make the expected levels of progress.
Children are settled at the nursery. They appear happy and confident. Staff treat children
with warmth and respect, and children form close bonds with them. Children arrive at
nursery ready to play and greet their friends. They are beginning to form friendships and
play together cooperatively. They learn to wait and take turns when using the slide outside.
Children are familiar with the nursery routines. They know to sit down in groups for morning
circle time and to wash their hands before mealtimes. Staff get to know children and their
families well. They plan activities linked to children's interests and share regular information
with parents. Children enjoy their time at nursery. Babies explore freely. Older children
delight in immersing their hands in various messy play solutions. Children begin to learn
about capacity as they fill and empty containers in sand and water. Staff regularly praise
children, which boosts children's self-esteem.

Inspectors:
Trisha Turney
Sue Bradford
About this setting
Unique reference number (URN): EY394791
Address:
Jubilee Community Congregation
The Elim Church, 61 Hoo Road
KIDDERMINSTER
Worcestershire
DY10 1NB
Next steps
To meet the requirements of the Early years foundation stage and Childcare Register the
provider must take the following actions by the assigned date:
Action Completion Date
ensure leaders and staff implement effective
procedures to keep children safe and promote their
overall health and wellbeing
05/06/2026
implement an ambitious curriculum for all children to
enable them to make the progress they are capable of
05/06/2026
implement effective procedures to monitor staff practice
to identify weaknesses and to ensure staff teach
children consistently well
05/06/2026
About this inspection
The inspectors spoke with leaders, practitioners, special educational needs coordinators
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.

Type: Childcare on non-domestic premises
Registration date: 03/07/2009
Registered person: Elim Foursquare Gospel Alliance
Register(s): EYR, CCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Worcestershire
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 21 April 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
217
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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