Kidzland Nursery

Kidzland Nursery
Unique reference number (URN): EY477602
Address: 522 Heathway, Dagenham, RM10 7SD
Type: Childcare on non-domestic premises
Registered with Ofsted: 23/06/2014
Registers: EYR, CCR, VCR
Registered person: Kidz Land Ltd
Inspection report: 10 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
Behaviour, attitudes and establishing routines Strong standard
The atmosphere is calm and inviting to all children. Staff are enthusiastic and engaging
when leading play and circle-time groups. Overall, this creates a positive learning
environment. Staff give consistent praise to children for achievements and attempts, which
ensures children feel valued and creates a positive attitude to learning. Children support
each other in group imaginative play. For example, they ask each other to help dress the
small-world dolls. Staff role model this effectively, guiding children on how they can help
each other before intervening.
Staff have high expectations for children's behaviour and individualise strategies to support
each child. This ensures that all children, including those with special educational needs
and/or disabilities and barriers to their learning, have equal opportunities to identify right
from wrong. Staff deal with unwanted behaviours swiftly, discussing how they can impact
each other's feelings, in a respectful manner. Staff give timely warnings for transitions, such
as tidy-up time. This ensures that children are aware of what to expect next.
Leaders monitor, track and tackle attendance consistently well, ensuring that children and
parents understand the importance of forming structured routines, especially to support the
transition of starting school. This helps children to feel secure, build positive relationships
and gain continuity in their learning and development.
Children's welfare and wellbeing Strong standard
Staff support children to develop an understanding of how to keep themselves safe in play
and in day-to-day tasks. For example, staff model how to use scissors appropriately for older
children. They supervise consistently, discussing why it is important to be safe. Younger
children are taught how to stop and change direction on outdoor cars, ensuring all children
remain safe.
Staff ensure that mealtimes are meaningful, social experiences. Children sit together and
eat well. Staff encourage discussions about the food and what mealtimes look like at home.
Younger children feed themselves and drink from open-top cups. Older children serve
themselves and identify appropriate portion sizes. Staff encourage children to try new foods
and discuss which foods are healthy. As a result, children enjoy nutritious and balanced
meals and develop independence skills. All children are confident in handwashing routines,
where they identify and initiate this task independently. This shows how well taught and
embedded this routine is.
Leaders and staff know the children extremely well and identify when there are changes for
children and families. They build secure and trusting relationships with both the children and
families. They use this knowledge to provide care that is appropriate for all. Children with
special educational needs and/or disabilities and barriers to their learning receive carefully
thought-out strategies for support. For example, they use objects that represent parts of the
day to create individual visual timetables.

Expected standard
Inclusion Strong standard
Leaders and staff consistently identify gaps in learning as early as possible. They take a
collaborative approach, always involving parents. This ensures there is continuity in learning
and strategies. Leaders implement well-designed individual support plans and targeted
interventions that support any gaps in learning. For example, they plan intensive interactive
sessions for children working on their communication skills in their allocated sensory
environment.
Leaders have fully embedded strategies to support children with their understanding of
transitions and expressing their feelings. Children use familiar objects to communicate their
needs and wants. For example, children show staff a sponge that symbolises the bathroom
when needing to wash hands or use the toilet. As a result, children are very well supported
in their communication skills. All children, including those with special educational needs
and/or disabilities, show impressive understanding of routines and what is expected of them.
Children who speak English as an additional language are supported very well. Staff learn
basic words in children's home languages to build understanding and support in managing
daily tasks. As a result, children build confidence and security in their environment. Staff and
leaders make highly impactful adaptations to routines to support children's individual needs.
For example, they split groups or engage children who need it most in additional outdoor
learning. As a result, spaces and environments remain calm. Leaders work incredibly well
with outside agencies. They adopt effective strategies from speech and language therapists,
creating consistent approaches to learning. They use additional funding effectively, for
example providing additional resources relating to children's interests and learning
opportunities for leading staff.
Achievement Expected standard
Overall, children make steady progress across all areas of development, including those
who have special educational needs and/or disabilities and barriers to their learning. They
receive tailored support through individual support plans, which are evaluated and reviewed
regularly. Children wipe their own noses and wash their hands independently. They develop
self-help skills, such as serving themselves at mealtimes and pouring their own water. All
children are appropriately prepared for the next stages of learning.
Children learn how to manipulate mark-making tools, such as holding crayons in a pincer
grip. They make marks at random, exploring their early mark-making skills. Older children
express themselves through painting and explaining how they are feeling. Children role play
well together in small groups. They pretend to make food for each other and discuss who
cooks at home in their families. As a result, they build positive relationships and learn from
each other's experiences. Children explore a range of imaginative play activities using real-
life experiences. For example, children spread paint onto bread using role-play cutlery. As a
result, they build on their physical skills through squeezing and spreading. Children become

confident in their mathematical understanding through interactions with staff, identifying
'more' or 'less'.
Curriculum and teaching Expected standard
Leaders have devised an effective curriculum that builds on children's interests, individual
needs and development stages. This is to ensure that all children, including those who have
special educational needs and/or disabilities and face barriers to their learning, are given
equal opportunities for an ambitious curriculum. Staff generally deliver the curriculum well.
However, at times, staff need more guidance from leaders in how to effectively support
children further in their learning. Leaders give practical support and are working to embed
this into practice over time.
For younger children, staff prioritise communication, physical, personal, social and
emotional development to ensure they are ready for the next stages of learning. For
example, staff encourage younger children to wash babies with soap, water and sponges
through imitation. Staff encourage children to invite others into play and allow them to lead,
to support children's social understanding and development. Staff differentiate their teaching
effectively based on ages and stages, ensuring all children learn at appropriate paces.
Staff encourage children to vote for the book of the day when entering nursery to help
children to develop decision-making skills and a love for a range of books. Staff generally
model language well and use purposeful questions in play to extend children's thinking. Staff
promote early mathematical concepts by counting as children build with large blocks,
encouraging children to fill in the gaps.
Leadership and governance Expected standard
Leaders have a clear understanding of the setting's strengths and areas of improvement.
They devise well-thought-out actions to bring about these changes. However, they are not
yet fully embedded into practice, to see the impact. Leaders focus on the wellbeing and
happiness of all children and families at the setting. Inclusion is a high priority to ensure all
children, including those with special educational needs and/or disabilities and barriers to
their learning, are thriving.
Leaders maintain positive relationships with parents and/or carers. Parents praise the
setting for the communication they receive from leaders and staff and being kept up to date
with their child's development. They report that their children are happy and staff are friendly
and enthusiastic. Parents feel reassured that children enjoy their learning and build secure
relationships with staff. Leaders ensure parents have regular development meetings,
ensuring continuity in learning.
Leaders follow safer recruitment practices, ensuring only people working with children are
suitable for their role. They complete robust inductions prior to new staff beginning
employment, including introducing all policies and procedures. Staff are made aware of
leaders' expectations and how they can be met at all times. Leaders work with staff
appropriately and provide regular training opportunities to help them be knowledgeable in
their roles. They hold frequent supervision meetings to focus on staff wellbeing and personal

and professional development. Leaders have created strategies to support teamwork, such
as staff appreciation boards.
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 arrive at the setting happy and ready to start their day. Children and parents
receive enthusiastic and individual greetings from staff. Children wave goodbye to their
parents and smoothly transition into the nursery. Older children identify their pegs for their

Inspector:
Jamie-Lee Kiff
bags and outer clothing. Children thrive from their independence in daily tasks, such as
washing hands and managing self-care routines with confidence. They build on skills for the
next stages of life.
All children build positive relationships with staff. For example, younger children seek out
staff in play. Older children approach staff when needing help with an activity or emotional
support. Children display kindness and respect to each other. They observe staff as positive
role models, using manners and sharing toys in play. Children confidently progress in their
communication skills. They explore a range of books and sing a variety of songs, which
enriches them with a range of new vocabulary. Children develop impressive imaginative and
social skills through teamwork and playing harmoniously together. For example, older
children discuss making tea for staff and peers using sand, cups and teapots.
Children with special educational needs and/or disabilities and those who face barriers to
their learning are provided with remarkable, effective strategies to support their learning. For
example, they receive daily one-to-one sessions from highly skilled staff members, tailored
to individual needs in a well-thought-out sensory environment. As a result, gaps in learning
are noticeably minimised. Overall, children develop positive attitudes to learning. They show
an incredible understanding of routine and boundaries and express themselves with
confidence. Children feel valued through their ability to make decisions when choosing
activities and become curious learners.
Next steps
Leaders should ensure that the curriculum delivery is consistently embedded across the
setting, to create the best possible learning opportunities for all children.
Leaders should further develop their understanding of the setting's strengths and areas
for improvement and use this to implement clear, purposeful changes that consistently
enhance children's experiences.
About this inspection
The inspector spoke with leaders, staff, the special educational needs coordinator 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.

About this setting
Unique reference number (URN): EY477602
Address:
522 Heathway
Dagenham
RM10 7SD
Type: Childcare on non-domestic premises
Registration date: 23/06/2014
Registered person: Kidz Land Ltd
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30
Local authority: Barking and Dagenham
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 10 September 2026
Children numbers
Age range of children at the time of inspection
1 to 3
Total number of places
50
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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