Incredible Kids (Derby) Limited

Incredible Kids (Derby) Limited
Unique reference number (URN): EY477956
Address: 2 Royal Scot Road, Derby, Derbyshire, DE24 8AJ
Type: Childcare on non-domestic premises
Registered with Ofsted: 17/07/2014
Registers: EYR, CCR, VCR
Registered person: Incredible Kids (Derby) Limited
Inspection report: 9 March 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
Overall, children develop skills and knowledge, which are built upon over time and help to
prepare them ready for the next stage of learning. Young children understand rules as they
make up their own games and use language such as 'ready, steady, go' as they play games
with staff. Older children understand instructions well and hang up their aprons and wash
their hands after an activity without needing adult support. Older children independently get
themselves ready for outdoor play and follow the rules of games.
Children with special educational needs and/or disabilities develop well from their starting
points. For example, children who require support with language development start to say
single words. Occasionally, some children do not always respond, which impacts on their
ability to consistently develop communication skills. Children play alongside their friends and
engage in activities while learning to share and take turns. Children are prepared for their
next stage in learning as they learn to concentrate and play with their friends.
Behaviour, attitudes and establishing routines Expected standard
Staff and leaders have consistent expectations for children's behaviour. Staff notice when
young children share with each other and add language, such as commenting they are
sharing with their friends. This helps children begin to understand what it is they are doing.
When older children share, staff praise them saying they are 'kind' as they pass paint to their
friends. Overall, staff support children to understand the rules and boundaries that are in
place when there are minor conflicts between children. Staff remind children to gently tap
their friends when they find them in their game of hide and seek. This helps children to
respect each other's wishes and learn that not everyone likes lots of physical contact. Staff
know the children they care for well, so when children are upset, staff provide the most
appropriate comfort. For example, young children who are a little unsettled enjoy a cuddle
while being carried for a short time.
Staff select activities that engage and interest children. Children spend time concentrating
while they learn. For example, young children remain focused and listen to staff as they
build a tower with blocks. This is despite their friends taking part in different activities around
them. Staff understand the importance of regular attendance at nursery. They work with
parents and carers and vary the hours of attendance. This supports children to attend the
sessions that they are entitled to.
Children's welfare and wellbeing Expected standard
Staff know the importance of having positive relationships with the children in their care.
They demonstrate this through lovely interactions with children. For example, staff ask
young children if they can take them to the bathroom before doing so. Staff then talk about
what they are doing so that children can start to learn about their personal care needs. Staff
have clear routines to support children's health. All children know that they wash their hands
before lunch and do this with little adult support.

Staff know children well, and they know about their lives outside of the nursery. They
recognise things can happen that affect children's emotions. Staff help children to
understand their feelings in an age-appropriate way. For example, to help the youngest
children learn about different feelings, staff use dolls and say that they might feel sad and
need a cuddle. Staff remind children about safety rules. For example, when children are
going down the slide, they know to wait for their friend to finish before they take their turn.
Staff provide opportunities for children to be physically active but also understand the
importance of restful activities, such as yoga.
Staff gather information about children's routines and preferences and follow these when
children first start so that children feel settled. When children move to the next room, parents
and carers are invited into the nursery to meet the new key person. Leaders recognise that
while children receive a healthy diet at the nursery, further development is needed to work
with parents and carers to promote children's oral health.
Curriculum and teaching Expected standard
Leaders have an accurate view of the quality of teaching and the curriculum that children
are receiving. Staff and leaders have developed and implemented a new curriculum across
the whole nursery. This has resulted in a curriculum that not only supports children's
individual needs, but provides age- and stage-appropriate experiences for children. Staff
assess children's development accurately and understand how children develop and build
their skills over time. For example, staff prioritise teaching the youngest children the skills
they need to start walking, to be able to communicate and to begin to understand being
independent. This is then built upon as children progress through the nursery as older
children begin to manage their own care needs, take part in conversations and skilfully
balance while playing outdoors.
Staff help children progress in their communication and language. Staff repeat single words
to younger children to secure learning. Staff model language with older children. For
example, staff say 'splash' and 'flick' in response to children's actions. Staff ensure that all
children develop age-appropriate mathematical knowledge. For example, they encourage
counting through games such as hide and seek. Staff adapt teaching to meet the needs of
all children, including those with special educational needs and/or disabilities. For example,
during routine times, such as circle time, children's participation is gradual so as not to
overwhelm them.
On some occasions, staff ask questions that do not allow children the chance to develop
their conversational skills. Sometimes, staff do things for children that they can already do
for themselves, for example, when serving themselves at snack time.
Inclusion Expected standard
Overall, leaders and staff know the children that they care for well. Leaders ensure that staff
understand the role of the special educational needs coordinator and how they can support
all children. Staff complete an assessment of children's skills and knowledge right at the
start of their journey at the nursery. Staff use information that parents and carers share
about their children so that children's needs are identified and addressed swiftly. For
example, children who require support with their physical development receive tailored

interventions, which helps them progress in this area. Adjustments are made to the provision
that is offered so that all children, including those with special educational needs and/or
disabilities, can access the full curriculum. For example, staff adjust the physical
environment so that all children can access the activities and experiences on offer.
Leaders and staff regularly review the progress that children make to ensure that their
interventions are having a positive impact on children's development. Leaders and staff
understand the importance of partnership working alongside parents and other
professionals. They incorporate strategies provided by other professionals to help children
make the progress that they are capable of. Leaders ensure that additional funding is used
appropriately and is based on what the children need to learn next. Staff work with the
parents and carers of children who are known or previously known to children's social care.
They adapt the service and support offered to ensure that the needs of the children are met.
For example, they recognise that some children may need longer to settle when they first
start and provide additional settling-in visits. Partnerships with other settings that children
attend are not as well embedded.
Leadership and governance Expected standard
Leaders regularly monitor the quality of provision. This gives them an accurate view of the
experiences that children have. Leaders have identified areas that needed to be improved,
such as the curriculum, and they have taken action to improve this. They know what it is that
they want to work on and how they can achieve this. Staff have regular meetings with
leaders and receive feedback on their practice. This helps staff to provide a curriculum that
meets all children's needs. Leaders give targets to staff to help improve their practice and
knowledge even further. Leaders understand the importance of staff wellbeing and have
reduced paperwork that staff need to complete to help this.
Leaders ensure that staff receive expert training when caring for children with special
educational needs and/or disabilities (SEND). Leaders communicate well with other
professionals involved with children, taking on board advice to ensure that children with
SEND are provided with appropriate care and learning.
Parents and carers are well informed about their children's day. They speak highly of the
progress that their children are making. Leaders have recently identified that they do not
share ongoing information with other childcare settings that children attend. This means that
children might not receive consistent care and learning across the different settings.

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
All children enjoy their time at the nursery. They receive praise from staff, which helps to
keep them motivated in their learning. Children take part in a range of activities, which helps
them progress in their learning and development. Staff play alongside children as they kick a
football back and forth to each other and count how many times they kick the ball. Staff then
ask children to predict how many times they can do this again. Through assessments,
leaders identify children who have gaps in their learning. They provide one-to-one tailored

Inspectors:
Christy Dave
Teresa Lester
support to those children who need this. With this additional help, children catch up with
their peers.
Staff ensure that all children are involved in activities, and they use children's interests to
encourage participation. For example, children who prefer to learn outdoors are encouraged
to mark-make in activities outside, such as mud painting with sticks and water painting.
Children volunteer when asked to help count how many of their friends are lined up ready to
play outside. Children show an interest in books and independently sit turning the pages.
Staff notice this and ask children if they would like the book read to them. They respond to
children's non-verbal cues as children pass them the book. Children concentrate and listen
as the story is read to them.
Staff celebrate children's uniqueness. They help them to understand what makes them the
same and different to others. Children who speak English as an additional language hear
their home languages in the nursery, which helps to give them a sense of belonging.
Children have access to dual-language books so that the language that is meaningful for
them can be seen. Children learn about different celebrations that their friends take part in.
For example, during Ramadan, children learn about fasting and how this is broken when the
sun goes down.
Next steps
Leaders should implement the curriculum consistently, with particular regard to children's
development in communication and language and independence.
Leaders should embed procedures so that support is given to parents, carers and children
to promote oral health.
Leaders should embed procedures so that information is shared with other childcare
provisions when children attend more than one setting.
About this inspection
The inspector spoke with leaders, staff, parents, carers and the special educational needs
coordinator 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): EY477956
Address:
2 Royal Scot Road
Derby
Derbyshire
DE24 8AJ
Type: Childcare on non-domestic premises
Registration date: 17/07/2014
Registered person: Incredible Kids (Derby) Limited
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30
Local authority: Derby
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 9 March 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
91
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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