Kiddos Day Nursery

Kiddos Day Nursery
Unique reference number (URN): 2843676
Address: Little Moss Lane, Clifton, Swinton, Manchester, M27 6HA
Type: Childcare on non-domestic premises
Registered with Ofsted: 02/07/2025
Registers: EYR
Registered person: Kiddos Day Nursery Limited
Inspection report: 24 July 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 make good progress from their individual starting points and develop the
knowledge, skills and confidence needed for the next stage of learning. They communicate
confidently with adults and their peers, using an increasing range of vocabulary during play.
Children confidently explore the environment and seek out their friends to join in with
imaginative play. For example, children take on roles such as 'mum' while pretending to
make tea. This develops communication, cooperation and social skills. Toddlers
demonstrate sustained concentration as they explore water play and make marks in sand,
showing pride in their achievements. Older children develop independence by serving their
own lunch, pouring drinks and talking about the food they are eating.
Children with special educational needs and/or disabilities, and those facing barriers to
learning, make good progress because they receive support that meets their individual
needs. They participate alongside their peers, develop confidence and independence and
are well prepared for their next stage of learning through a broad curriculum that promotes
communication, curiosity and resilience.
Behaviour, attitudes and establishing routines Expected standard
Children are kind, caring and respectful towards one another. They show empathy when
others are upset or hurt. For example, children comfort their friends and show genuine
concern when a child hurts themselves. Children with special educational needs and/or
disabilities, and those facing barriers to learning, receive effective support. Staff adapt
routines and activities to meet individual needs. As a result, children participate confidently
alongside their peers and manage transitions throughout the day successfully.
Leaders and staff have created a calm and nurturing environment. Children understand
routines and behave well. They arrive happily, separate confidently from their parents and
quickly engage in purposeful play. Secure relationships with staff help children feel safe and
ready to learn. Consistent routines and personalised support promote positive attitudes to
learning. Mealtimes are calm and well organised. Older children independently serve their
lunch, pour drinks and use good manners. Younger children are encouraged to feed
themselves, helping to develop independence and confidence.
Leaders have a clear understanding of the importance of good attendance. They work
closely with families to identify barriers and provide tailored support when needed. This
proactive approach helps children attend regularly and benefit from consistent learning
experiences. It also strengthens safeguarding practices and promotes children's wellbeing.
As a result, children develop the confidence, resilience and skills needed for their next stage
of learning.

Children's welfare and wellbeing Expected standard
Leaders and staff place children's welfare and wellbeing at the heart of practice, ensuring
children feel safe, secure and valued. Secure attachments are evident throughout the
setting, with children confidently seeking staff to show their achievements. Children's
individual care needs, including sleeping, feeding and personal care routines, are well
understood and consistently met. This helps children feel emotionally secure and ready to
learn. Children develop physically from a young age and are encouraged to walk, explore
and move freely. They enjoy outdoor experiences, such as playing games of hide and seek
and exploring sensory activities linked to stories, promoting their physical development and
wellbeing.
Older children are generally supported to recognise and express their feelings through circle
times, visual prompts and stories. These experiences help children develop empathy and
positive relationships. Calm interactions, praise and consistent reminders, such as around
using 'kind hands' and 'being kind to our friends', help children understand expectations and
develop positive behaviour. Leaders should further develop opportunities for younger
children and those with special educational needs and/or disabilities to recognise,
understand and express their emotions.
Curriculum and teaching Expected standard
Staff create a calm and purposeful learning environment where children remain engaged
and motivated to learn. Staff use open-ended questions and allow children time to think and
respond. Staff typically adapt teaching effectively for children with special educational needs
and/or disabilities and those facing barriers to learning, ensuring they access the same
ambitious curriculum while promoting communication, social development and cooperation.
Leaders regularly monitor the quality of teaching and use their findings to strengthen
practice. They identified opportunities to develop staff questioning and increase the level of
challenge provided during adult-led activities, ensuring that children consistently deepen
their thinking and extend their learning. Leaders responded by providing professional
guidance and monitoring practice to improve consistency in teaching.
Leaders prioritise communication and language across the setting. Staff carefully model
vocabulary that matches children's stages of development. For example, babies hear words
such as 'splash' and 'roll', while older children respond to questions, including, 'How big is
your tower?' Staff embed mathematical language throughout routines, games and songs,
strengthening children's early mathematical understanding.
Leaders continue to develop the outdoor environment so that it reflects the quality and
breadth of learning opportunities available indoors. This work will further strengthen
children's learning and ensure that they benefit from ambitious experiences across all areas
of the curriculum.

Inclusion Expected standard
Leaders and staff have a thorough understanding of the needs of children and families in
their community. They respond quickly when emerging needs are identified and have
created an inclusive culture where every child is valued. Robust assessment processes,
alongside ongoing observations, enable staff to identify concerns early and work closely with
parents and other professionals to provide coordinated support. This joined-up approach
reduces barriers to learning and promotes positive outcomes for all children. Leaders
monitor children's progress closely and review interventions to ensure that support remains
in place.
Leaders ensure that staff receive regular training. This enables practitioners to identify
needs quickly, implement appropriate strategies and review the impact of support.
Screening tools are used effectively to identify gaps in learning at the earliest opportunity.
Staff use assessment information to plan targeted interventions and adapt experiences to
meet children's individual needs. Staff consistently model language, introduce and reinforce
new vocabulary and celebrate children's communication attempts. For example, children
confidently repeat newly modelled words during play and benefit as they receive immediate
praise and encouragement. This builds confidence, extends vocabulary and strengthens
communication skills.
Leaders demonstrate a clear commitment to inclusion through strong partnerships with
families and professionals. Adaptations to routines, activities and learning experiences
ensure that children, including those with emerging or identified special educational needs
and/or disabilities, access the curriculum successfully. As a result, children make good
progress from their individual starting points and develop the knowledge, skills and
confidence needed for their next stage of learning.
Leadership and governance Expected standard
Leaders have a clear vision for the setting and place children's learning, welfare and
wellbeing at the centre of their decision-making. They have a secure understanding of the
setting's strengths and are committed to continuous improvement. Leaders regularly review
practice, using monitoring and reflective discussions to identify areas for development. This
ensures that the curriculum continues to meet the needs of all children, especially those with
special educational needs and/or disabilities. Leaders prioritise staff wellbeing and manage
change carefully to maintain continuity for children. A positive and supportive culture helps
staff feel valued, enabling them to provide consistent, high-quality care and education.
Professional development is valued, and recent training has strengthened staff practice,
particularly in supporting high-quality interactions. This supports continuous improvement
and ensures that staff remain confident in their roles.
Strong partnerships with families are evident. Parents are well informed about their
children's care and daily experiences, creating trusting relationships that support children's
wellbeing and development. However, leaders and staff do not always share children's
individual learning priorities and next steps with parents. This does not consistently support
families to extend their children's learning at home.

Leaders work effectively with external professionals and agencies to secure timely support
for children with additional needs. Children benefit from a range of meaningful experiences
beyond the nursery, including outdoor learning and community activities. These experiences
broaden children's understanding of the world, promote physical development and enrich
the curriculum through first-hand learning opportunities.
What it's like to be a child at this setting
Children achieve well and make good progress from their individual starting points. They are
curious, motivated learners who confidently explore the environment and take an active role
in their play. They demonstrate increasing independence as they select resources, make
decisions and persevere when faced with challenges. Their imagination flourishes during
sustained play. For example, children create an imaginary picnic in the role-play area, and
they laugh together and chat throughout the activity, developing communication, cooperation
and imaginative thinking. Elsewhere, children enjoy riding bikes outdoors and creating large
chalk drawings, strengthening their physical development, creativity and confidence.
Children have a strong sense of belonging and are happy, settled and secure. They arrive
confidently and quickly engage in activities alongside their friends. Positive relationships are
evident as children willingly share resources, include others in their play and celebrate one
another's achievements.
Children with special educational needs and/or disabilities access the same broad range of
experiences as their peers. Activities reflect their individual interests, such as by
incorporating animals into learning, enabling children to participate confidently and make
good progress. Younger children confidently explore alongside their peers, while older
children naturally take turns and help one another during routines and activities. Children
know that they are valued, respected and listened to, which helps them develop confidence
and positive self-esteem.
Children thrive in a safe, nurturing and stimulating environment where they feel confident to
explore and try new experiences. They move independently between activities, showing
high levels of engagement and enjoyment. They demonstrate kindness, patience and
respect for others, contributing to a calm and positive atmosphere. Children embrace new
challenges with enthusiasm and show pride in what they achieve. As a result, children
flourish in an environment where they feel safe, supported and included, enabling them to
develop the skills, attitudes and confidence needed for future learning and success.

Inspector:
Heidi Kurjan
About this setting
Unique reference number (URN): 2843676
Address:
Little Moss Lane, Clifton, Swinton
Manchester
M27 6HA
Type: Childcare on non-domestic premises
Registration date: 02/07/2025
Registered person: Kiddos Day Nursery Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Salford
Next steps
Leaders should continue to develop the outdoor environment so that it reflects the
ambitious curriculum provided indoors.
Leaders should continue to support children in understanding and managing their
emotions.
Leaders should strengthen adult-led teaching to provide greater challenge and extend
children's thinking and learning.
About this inspection
The inspector spoke with the leader, the deputy leader, 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 to assess
the quality and standards of provision 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.

Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 24 July 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
60
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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