KinderCare

KinderCare
Unique reference number (URN): 2851412
Address: 6 Coke Street West, Salford, M7 4AH
Type: Childcare on non-domestic premises
Registered with Ofsted: 21/08/2025
Registers: EYR
Registered person: KINDERCARE NURSERY LTD
Inspection report: 9 September 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 identified barriers to their learning, are well prepared for the
next stages in their development. They develop age-appropriate skills that ensure they are
well prepared for the next stage in their development. For example, babies and children are
able to practice developing independence skills. This enables them to have the confidence
and independence to make the most of their interests and the wider skills they have
developed.
Children benefit from warm, secure relationships with their key people, that enable them to
express their individual needs and interests. For example, babies pass books to
practitioners for them to read to them, while older children confidently express their
interests, such as what they would like to play with. Babies develop a range of physical
skills, such as cruising around furniture and climbing and sliding on the soft play. These
large movements prepare children well for the next stage in their development. For example,
older children go on to develop smaller, more intricate movements, such as using tweezers,
threading pasta and using pegs.
Curriculum and teaching Strong standard
Leaders ensure the curriculum is an entitlement for every child. They have considered their
specific context when designing the curriculum, which is broad and prepares children well
for their next stage in learning. For example, practitioners who work with the youngest
children recognise the importance of ensuring that children feel secure in order to flourish.
They have recently attended baby training and have allowed this to inform their practice.
They have included family pictures in different places around the room. As a result, children
seek out these photos and practitioners report that children are more settled.
Practitioners recognise that all interactions with children can be utilised as a learning
opportunity. For example, when a child cannot work a spray bottle, rather than fixing it for
them, practitioners show the child how to do this themselves. Practitioners also allow
children to learn through trial and error. For example, when a child wants to put shaving
foam in the spray bottle and practitioners do not think this will work, they allow the child to
test out their idea to see for themselves. Their approach supports children's confidence and
encourages them to be keen problem-solvers. For example, children carefully move and
stand on chairs to look out of the window or to reach a tall tube to post through.
Children's communication and language is prioritised by practitioners, as they sing, read,
narrate children's play and introduce new vocabulary. Practitioners also recognise where
there may be barriers to children's communication and language, such as children that
speak English as their second language. They ensure these children are supported with
targeted interventions and regularly check in with families to ensure that all children make
progress in their development. Practitioners sing maths songs with children and weave
maths through the routine.

Inclusion Strong standard
Leaders and practitioners consistently make a difference for the children in their care,
including those who face barriers to their learning. They rigorously assess children's
development to identify where progress may not be typical. They swiftly put interventions in
place to ensure that gaps in development do not widen. For example, practitioners put
targeted support plans in place. Leaders and practitioners regularly observe the children
together and review the support given to ensure that children make the progress they
should.
Practitioners share assessment information with parents and support them in continuing
learning at home. Leaders liaise with external professionals, such as an inclusion officer, to
best meet children's ever-changing needs. Leaders regularly review interventions to ensure
that they are the most effective methods of support. This approach means that all children
make progress from their starting points.
Leaders regularly review how additional funding is spent to ensure it is used to best support
identified children's development. For example, recent funding was spent on sensory
sessions, in line with children's interests. These experiences further enhanced the setting's
curriculum and supported children's communication and language skills. This meant that the
funding had the desired impact and children's development was supported.
Leaders' ability to recognise where children may face barriers to their learning and quickly
intervene with support means that all children thrive in this setting.
Leadership and governance Strong standard
Leaders have created a culture of high expectations and continuous improvement. They
have a wealth of knowledge that they impart onto the wider staff team through continued
coaching and mentoring. Practitioners are appreciative of the advice given by leaders and of
the external training they receive. Leaders ensure that learning is quickly put into practise, to
ensure that the quality of the provision and practice is continually improving. As a result, the
team feel well supported and are passionate about learning more. The morale in the setting
is high.
Leaders ensure they are actively engaged and present across the provision, which enables
them to really understand each child and practitioner. They adapt when children have
changes at home or in their routine to best support children. Similarly, they are responsive to
the needs of practitioners, tailoring training opportunities and coaching and mentoring to
each member of the team. Leaders carry out regular supervisions and provide opportunities
for the team to discuss how best to support children, particularly those with identified
barriers. They regularly meet to ensure that their efforts are effective.
Leaders understand their role and responsibilities. They regularly assess the systems in
place to ensure a clear picture of the effectiveness of their setting. They are reflective in their
approach, considering the children, their families and wider community when making
changes. For example, they have considered their children and local authority information
when designing their curriculum. Leaders utilise all of the information at their disposal to
inform where to focus their efforts next. Leaders regularly involve parents and work with

Expected standard
external professionals to best support their children and ensure that all children are able to
thrive.
Behaviour, attitudes and establishing routines Expected standard
Children benefit from the clear behavioural expectations that practitioners provide for them.
Practitioners have high expectations for all children's behaviour. They utilise visuals to
support children to take turns with resources. For example, they use a glitter timer when 2
children want to use the same toy. This allows children to effectively resolve conflict and is
supportive of positive behaviour. However, these strategies are not yet used consistently.
Practitioners use positive reinforcement and specific praise well. For example, staff tell
children, 'that was so kind sharing those toys'. This cleverly highlights to children what
behaviours are appropriate, so they can repeat them again. Practitioners also give children
alternatives, rather than telling them not to do something. For example, when children spray
their friends with water, practitioners suggest they spray the fence instead. This is supportive
of children's positive behaviour as it gives them an appropriate outlet for their play.
Practitioners carry out small-group activities and plan in accordance with children's interests.
As such, children are well supported to sustain their interest in activities and parts of the
routine and show positive attitudes to their learning. This sets children up well for the
attention skills needed for later learning, such as school.
Practitioners prioritise forming strong bonds with the children in their care. They are positive
role models for children and encourage children to work together on tasks. Generally,
children have positive attitudes towards one another.
Leaders ensure that parents and carers understand the importance of attendance and
punctuality of attending the setting. Leaders consider the cultures and community of children
and their families when making decisions about the setting. In particular, they take into
account children's session times to ensure that all children receive a broad curriculum.
Children's welfare and wellbeing Expected standard
Practitioners are attentive to the needs of all children in this setting. They are quick to meet
children's individual care needs and give them attention and reassurance when they need it.
Typically, staff practice good hygiene and give children warning when wiping noses or
picking children up.
Practitioners promote the importance of healthy eating with children and keeping
themselves safe. They talk about where their food comes from and have an 'eat-well plate'
in the home corner to discuss balance. Leaders provide healthy snacks and offer guidance
to parents about healthy foods to provide as part of packed lunches. However, practitioners
have not consistently embedded routines that allow children to develop healthy habits and
make their own healthy choices.

Practitioners validate children's feelings by recognising and naming their emotions. For
example, when children become upset, practitioners support them by acknowledging, 'I can
see this is hard for you' and providing children with ways to regulate themselves. As a result,
children quickly calm down and engage back in play. They also discuss emotions and give
examples of when children may experience them. Giving children this language allows them
to communicate their feelings more clearly and supports their wellbeing.
Mealtimes and sleep times are managed well and practitioners have a secure understanding
of how to keep children safe at these times. They ensure that mealtimes are used to
promote social conversation and encourage children to use their manners.
What it's like to be a child at this setting
Children are well supported by a passionate, devoted team at this welcoming setting.
Children benefit from the opportunities that practitioners present to them that allow them to
learn through trial and error. As a result, children demonstrate problem-solving skills. For
example, they recognise they can work as a team to carefully carry a tray with balls
balanced on it at tidy-up time. Children enjoy the activities and opportunities that
practitioners provide for them that appeal to their interests and support their next steps in
development. For example, they laugh and giggle as they engage in sensory activities. This
approach supports children's sustained interest as they stay engrossed in activities. This is
supportive of the concentration skills they need for later learning.
Children are supported to build warm and open relationships with key workers. This
supports children to feel confident and self-assured. Having this secure base to operate
from supports children to feel able to explore and develop in other areas of their learning. It
also supports children to form relationships with one another. Practitioners utilise
opportunities for children to work together to resolve minor conflicts and support each other
in their play. As a result, children have positive attitudes towards one another.
Children benefit from key workers that are attuned to them as individuals and recognise the
importance of working alongside parents and carers. This helps children in receiving the
same consistent messages at home and in the setting. This enables all children, including
those with identified barriers to their learning, to thrive.

Inspector:
Katie Fowler
About this setting
Unique reference number (URN): 2851412
Address:
6 Coke Street West
Salford
M7 4AH
Type: Childcare on non-domestic premises
Registration date: 21/08/2025
Registered person: KINDERCARE NURSERY LTD
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 16:30
Local authority: Salford
Next steps
Leaders should strengthen routines and offer further experiences that encourage children
to develop long-lasting healthy habits.
Leaders should ensure that strategies to support children's behaviour are consistently
embedded.
About this inspection
The inspector spoke with senior leaders, the special educational needs coordinator,
practitioners, children, the designated safeguarding lead 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.

Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 9 September 2026
Children numbers
Age range of children at the time of inspection
0 to 3
Total number of places
76
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.
If you would like a copy of this document in a different format, such as large print or Braille,
please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk.
You may reuse this information (not including logos) free of charge in any format or medium,
under the terms of the Open Government Licence. To view this licence, visit
www.nationalarchives.gov.uk/doc/open-government-licence, write to the Information Policy
Team, The National Archives, Kew, London TW9 4DU, or email:
psi@nationalarchives.gsi.gov.uk.
This publication is available at https://reports.ofsted.gov.uk.
Interested in our work? You can subscribe to our monthly newsletter for more information
and updates: http://eepurl.com/iTrDn.
Piccadilly Gate
Store Street
Manchester
M1 2WD
T: 0300 123 1231
Textphone: 0161 618 8524
E: enquiries@ofsted.gov.uk
W: www.gov.uk/ofsted
© Crown copyright 2026
© Crown copyright