Kids Play Childcare Hub

Kids Play Childcare Hub
Unique reference number (URN): EY478720
Address: Kids Play Ltd, Camp M K Adventure Centre 1a, Roebuck Way, Knowlhill, MILTON KEYNES, MK5
8HL
Type: Childcare on non-domestic premises
Registered with Ofsted: 18/06/2014
Registers: EYR, CCR, VCR
Registered person: Kids Play Ltd.
Inspection report: 9 February 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement

Strong standard
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.
Children's welfare and wellbeing Strong standard
Leaders and staff have an ambitious and effective focus on developing and building positive
relationships with children. A secure key-person approach ensures that children receive the
care and comfort they need to settle and engage in play.
Staff ensure that children are given the time and care they need to feel settled and secure.
Children readily receive and seek cuddles from their key person. They smile as they lean in.
Staff are attentive to the individual needs of children. They adapt their approach and
teaching to ensure that children's needs are consistently met.
Staff and children share respectful, caring relationships. Staff know the children and babies
incredibly well. For example, in the baby room each baby has their own daily routine and
sleep schedule. Staff ensure that these individual needs are met and ensure that babies can
rest and relax in a way that helps them. This ensures that babies feel safe and emotionally
secure.
Staff complete training, for example on feeding and eating, particularly for those children
with specific dietary needs. This ensures that children learn healthy habits and are kept safe
during mealtimes. Children enjoy a range healthy and nutritious meals. They know and
understand the importance of self-care routines and hygiene practices. For example,
children talk about handwashing to remove germs before lunch.
Inclusion Strong standard
Leaders and staff are proactive in the effective use of observation and assessment to
identify gaps in learning at the earliest opportunity. They work incredibly well with parents
and external agencies from the start of children's journey at the nursery. They share

information and gather starting points to plan provision and support the varying needs and
interests of children.
Staff have a deep knowledge and understanding of special educational needs and/or
disabilities and use their skills to develop targeted support that helps children make good
progress. They use additional funding to provide extra sessions that help children settle and
establish routines and relationships. This enables children to feel secure and ready to
engage in meaningful play and learning.
Staff frequently review children's progress and hold meetings with parents to discuss what
children are learning and what they need to learn next. They identify progress and celebrate
achievements. They share a clear vision for what they want children to learn and provide
parents with information about how they can support learning at home.
Staff engage in a wide and extensive range of training and work in partnership with external
agencies and other settings to share good practice. This helps them continue developing
their skills and ensures that they can provide the high-quality learning and teaching that
children need to make good progress.
Leadership and governance Strong standard
Leaders have reviewed and addressed the actions set at the last inspection. They have
reflected and evaluated their curriculum to develop this further. They have created an
ambitious plan for what they want children to learn and achieve. This is shared with staff,
and frequent discussion and review ensures that they continue to grow and develop the
provision for children.
Leaders are incredibly focused on their provision and development. This includes the
learning and development of children and professional development of staff. Leaders are
acutely aware of the workload of staff. They ensure that staff receive the support and time
they need to complete training, further their studies and focus on developing the
environment to consistently support the individual needs of children. Staff say they are
supported, valued and appreciated in their roles. They benefit from training, coaching and
mentoring, and this helps them be successful in their roles. Leaders encourage staff to
share their skills and knowledge and to act as champions for specific areas of the
curriculum. This promotes the particular strengths and interests of staff and helps them
develop their teaching and that of their colleagues.
Leaders liaise effectively with parents and external agencies to ensure the best outcomes
for children. They seek additional support particularly for those with special educational
needs and/or disabilities. This helps all children make progress.

Expected standard
Achievement Expected standard
Overall, children progress well from their starting points across all areas of learning. They
are quick to engage and join in with their play and learning. Children develop independence
skills as they make choices about their play. They are curious and confident as they explore
a range of activities that ignite their interests and support their individual learning needs.
Children engage in conversations with others to share their thoughts and ideas. They
receive praise and encouragement, which helps them focus and engage in purposeful play.
Children develop close bonds with their peers and with the adults who care for them. This
gives them a sense of belonging and high self-esteem as they take part in activities and
explore with their friends.
They receive the teaching and support they need to help them develop and share their
ideas. However, children do not consistently develop their communication and language
skills well enough. There are occasions when further input and support to help children
develop these skills are not consistently provided.
Behaviour, attitudes and establishing routines Expected standard
Leaders and staff create a calm and respectful environment for children. Children show
positive attitudes towards their learning as they engage in many interesting activities that
spark their imagination and interests.
Children behave well because staff support them effectively to identify their emotions and
help them express these feelings and self regulate. They are kind and considerate to others
and often offer encouragement or comfort to their friends. They enjoy helping to find
favourite toys to encourage their friends to join in with them.
There is a strong key-person provision in place. Staff build secure relationships with
children, which helps them to settle and feel safe at nursery. Children receive the comfort
and care they need so that they feel confident and comfortable exploring the range of
learning opportunities available to them.
Leaders and staff work closely with parents to promote the importance of regular
attendance. They establish routines that help children make ongoing progress in their
learning and development. As a result, children attend regularly and settle quickly.
Children's individual needs are a key focus in the nursery, and they receive the care and
support necessary to understand the routines of the day. However, there are moments
during routines when children are not always engaged in purposeful play and learning. This
means that some children disengage and wander around the room.

Curriculum and teaching Expected standard
Leaders have an ambitious vision for what it is they want children to learn. They work
closely with staff to evaluate and reflect on what works well and what could be further
improved. Leaders value the input of staff in developing and teaching a curriculum that
supports the individual needs, skills and abilities of the children. They focus on children's
current skills and develop next steps to support them to make progress.
The curriculum is sequenced well and ensures that children are supported in being ready for
their next step in education. However, there are small inconsistencies in teaching that
impact on the communication and language development of children. Staff do not always
introduce new vocabulary or engage in interactions to help children share their ideas and
thoughts.
Children develop their physical skills because staff carefully consider and plan a range of
interesting opportunities in the outdoor space. Children learn to balance, climb, take
manageable risks and discover what their bodies can do as they explore the forest school
space.
Children develop their understanding of mathematical concepts. Older children are learning
about numbers. They enjoy placing small items on number discs, counting carefully and
checking if they have the right amount by comparing the number of items to the dots on the
number discs. Younger children explore shapes and colour as they play.
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 happy, confident and curious at nursery. The are warmly welcomed as staff
greet them and families with smiles and share positive interactions about the plan for the
day. This helps children to know what to expect as they quickly settle and engage in their
chosen play.
Children smile and giggle with excitement as they play and engage with staff and their
peers. They play well together, and more confident children like to show care and kindness
to their friends by inviting them to join in an activity.
There are many well-planned and organised activities for children to choose from. Staff are
on hand to support children in play and provide teaching to help develop children's interest
further. These well-planned activities support children in developing their fine and gross
motor skills. They enjoy exploring one-handed tools as they use pencils to create pictures,
talking about what they are drawing. Additionally, they use tweezers to pick up small objects
as they count them and match them to colours and numbers.
Children enjoy many outdoor activities. They enjoy looking out at the animals they have and
talk about their habitat and how to take care of them. They learn responsibility and how to
ensure that the pets both inside and outside have their needs met. Children care for
hamsters, learning about their lifestyles, what they eat and what they need. They enjoy
handling the hamsters and learn healthy hygiene practices when washing their hands before
and after handling them.
The forest school space is a particular interest for children. Here, they have opportunities to
climb, balance, manage risk and discover different types of bugs.
Staff encourage all children to be as independent as possible, for example when choosing
suitable clothes for outdoor play. These experiences help children become confident and

Inspector:
Lisa Robinson
About this setting
Unique reference number (URN): EY478720
Address:
Kids Play Ltd, Camp M K Adventure Centre 1a
Roebuck Way, Knowlhill
MILTON KEYNES
MK5 8HL
Type: Childcare on non-domestic premises
Registration date: 18/06/2014
Registered person: Kids Play Ltd.
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30
independent learners.
Next steps
Leaders should should strengthen the consistency of high-quality interactions for all
children so they are supported to make the best possible progress with communication
and language skills.
About this inspection
The inspector spoke with leaders, staff, the 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

Local authority: Milton Keynes
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 9 February 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
181
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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