Kidspace Nursery Markfield

Kidspace Nursery Markfield
Unique reference number (URN): 2777852
Address: 27 Church Drive, Markfield, Leicester, LE67 9UH
Type: Childcare on non-domestic premises
Registered with Ofsted: 16/02/2024
Registers: EYR, CCR, VCR
Registered person: Kidspace LTD
Inspection report: 23 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.

Strong standard
Achievement Strong standard
All children, including those with special educational needs and/or disabilities and those who
speak English as an additional language achieve well from their individual starting points,
and their characters really shine. Children learn skills that significantly help with their
transitions in the nursery. They are extremely well prepared for moving on to school when
the time comes. Children rapidly develop their independence skills. Babies clean their faces
and hands after mealtimes and choose what they want to play with. Toddlers know where to
find their coats and persevere as they get ready to play outside. Pre-school children
increasingly manage their own self-care. They expertly serve their own lunch, and eagerly
find the dustpan and brush to help sweep the floor.
Children benefit from the rich language environment and quickly become articulate
communicators. Babies are confident to be vocal as they play. Toddlers learn new words,
such as 'spider', 'wobbly' and 'roots', as they explore the woodland area outside. Pre-school
children engage in complex conversations as they play in the home corner. During story
times they become fully involved and comment on what is happening and what they think
will happen next.
Behaviour, attitudes and establishing routines Strong standard
The atmosphere in the nursery is consistently friendly, calm, respectful and productive. The
relationships between staff and children are highly supportive and positive. Staff place a
high focus on helping children to learn about how they are feeling and how to manage those
feelings. They are attentive, see when children are finding things difficult and take time to
talk to them. Staff provide physical activity sessions that help children regulate their
emotions. They speak clearly to all children so they understand what is expected of them.
Staff make very effective use of picture cards to help children with special educational needs
and/or disabilities know what is happening now and next in daily routines. Children respond
positively to these reminders and happily go to wash their hands ready for lunch for
example.
Staff listen to children's ideas and base their planning on children's interests. This
contributes to children being motivated and excited to take part in the activities, which leads
to consistently positive behaviour throughout the nursery. Leaders carefully monitor
children's attendance. They support parents effectively as required to help them understand
the importance of attending nursery regularly for their children's learning and development.
Children's welfare and wellbeing Strong standard
Staff consistently demonstrate a secure understanding of their role in promoting children's
safety and welfare. They work closely with children's parents from the outset and continue to
do so, gathering detailed information. This enables them to meet each child's individual
needs and respond quickly to any necessary changes. The secure partnership working
helps children feel a strong sense of belonging at the nursery. Risk assessments are highly

effective and promote children and staff's safety. Individual plans are in place for any specific
needs children have and these are reviewed regularly to ensure they remain up to date.
Staff help children begin to learn about their own safety. For example, through discussion
and modelling from staff toddlers learn how to manage the uneven surfaces in the woodland
area.
Staff are skilled in supporting children's personal care and helping them learn about the
benefits of a healthy lifestyle. They talk to children about how their body feels after physical
exercise. Effective supervision at mealtimes and regular checks on sleeping children
contributes to children's safety. Children enjoy freshly prepared, healthy meals and snacks.
Leaders are committed to ensuring the ingredients used are unprocessed. Children benefit
from the flexible routines that are embedded in staff practice. This contributes significantly to
their clear enjoyment of their nursery day.
Curriculum and teaching Strong standard
Leaders have established and refined a high-quality curriculum that all members of staff
understand and implement well. Ongoing evaluations and reviews of the curriculum results
in prompt changes being made. This ensures it remains inclusive and meaningful for all
children who attend. Staff confidently speak about what children know already and about
what they want them to learn next. They are consistent in their enthusiasm when they
interact with and engage children during play and activities. Staff are confident to help
children follow their own ideas and interests. They provide children with opportunities to
challenge themselves to extend their physical development. For instance, staff reassure
toddlers when they want to climb a tree in the nursery garden. They help children think
about where to put their feet and how high to lift their leg over the branch. Children clearly
show a sense of achievement which gives them confidence to try new experiences.
Staff demonstrate skills in adapting activities to ensure all children can take part. They
extend children's communication and language skills, and introduce more complex and
descriptive words for older and more able children during stories for example. Staff help
babies to choose the songs they want to sing and they become fully engaged, gazing at the
staff as they sing and show them the actions.
Inclusion Strong standard
Leaders and staff demonstrate a consistent approach to ensuring their practice is fully
inclusive for every child attending the nursery. Training and support from leaders are
effective in helping staff understand the needs of their key children. This enables them to
develop appropriate plans and reviews to promote and monitor children's progress. Staff
and leaders work closely with parents and other agencies who are involved with children.
This highly effective partnership working ensures the targeted support they provide for
individual children is effective in meeting their needs and promoting their wellbeing.
Staff get to know the children well and through accurate assessments they quickly identify
any barriers to children's learning. Leaders are fully supportive. They work alongside other
specialist professionals who contribute to planning for any required adaptations, such as
additions to the nursery environment. This helps all children benefit from the experiences
available to them.

Careful consideration is given to the best use of additional funding. Staff use resources,
such as fidget toys and bubbles to distract children and help them refocus. Staff read
children books about feelings and emotions as well as one-to-one and small group activities.
This involvement from the staff and their effective teaching helps children learn at their own
pace to recognise and begin to manage their feelings. Staff keep parents up to date with
how their child is doing at nursery. They value parents sharing information from home which
contributes to a consistent approach to their children's care and learning.
Leadership and governance Strong standard
Leaders are passionate and driven to ensure every child feels valued and included, and
experience high quality care and learning. They have a superbly organised and thorough
approach to all aspects of their work. This contributes to the whole staff team working
extremely well together. Leaders set high expectations for themselves, the staff and the
children. They are confident about the strengths of staff's practice that have been identified
and embedded since the setting was registered. Leaders are fully supportive and mindful of
the staff's workload and wellbeing. They identify the staff as valuable assets to the nursery
and show a true commitment to their continued professional development. Staff recognise
the positive impact on their knowledge and confidence that comes from completing relevant
training courses and qualifications.
Leaders demonstrate a secure understanding of their local area. They arrange events
around celebrations, such as Christmas and Easter, to develop links with the local
community. This includes the school and the church. Parents are welcomed into the nursery.
Staff successfully build effective working partnerships with them that are based on highly
effective communication and trust.
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 happily at this friendly, welcoming and inclusive nursery. They are confident
to say goodbye to their parents and eagerly go inside to greet their friends. Leaders work
effectively with parents to promote children's regular attendance at nursery.
All staff demonstrate high quality teaching and supportive interactions with children. Their
accurate knowledge of each child's level of development helps staff make thoughtful
adaptations and adjustments to ensure all children, including those with special educational
needs and/or disabilities and those who speak English as an additional language benefit
from a wide range of activities and experiences. This contributes to children developing
independence to be curious and highly motivated to play and explore. They co-operate
extremely well with their friends and develop their social and physical skills during a
parachute activity for example. They are delighted when they work together to make soft
plastic eggs jump into the air and are excited to take turns running underneath the
parachute.
Staff are consistently caring. They are attentive towards the children, which helps them
respond to children's needs and to successfully anticipate when children may need more
support or reassurance. This helps children to thrive. Children show that they feel safe,
babies readily settle to sleep and wake happily to enjoy a cuddle until they are ready to
return to their play. Books and stories play an important part at nursery; Staff include books
with play materials indoors and outdoors to enhance children's interest. Children eagerly
come together for story time. Staff are enthusiastic when reading which promotes children's
sustained concentration. Pre-school children extend their learning about numbers and
subtraction as staff involve them in the story. They show how they can use their fingers to
reduce the number of characters when the page is turned.
The positive relationships between staff and children are clear. This significantly contributes
to children showing a secure sense of belonging throughout the day. All children are

Inspector:
Melanie Eastwell
About this setting
Unique reference number (URN): 2777852
Address:
27 Church Drive
Markfield
Leicester
LE67 9UH
Type: Childcare on non-domestic premises
Registration date: 16/02/2024
Registered person: Kidspace LTD
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Leicestershire
flourishing in their development.
Next steps
Leaders and those responsible for governance should sustain their work to ensure
continued improvement and high standards. They should focus on creating a
transformational impact on the outcomes and experiences of disadvantaged children and
those with special educational needs and/or disabilities.
About this inspection
The inspector spoke with leaders, practitioners and SENCo staff 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 23 March 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
51
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
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and regulates services that care for children and young people.
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