URN EY346416 · Inspected 2026-03-25 · Published 2026-06-01 · Inspector: Victoria Jones Bridget Copson
Kiddi Caru Nursery Unique reference number (URN): EY346416 Address: Blackbrook Park Avenue, Blackbrook, Business Park, Taunton, Somerset, TA1 2PX Type: Childcare on non-domestic premises Registered with Ofsted: 12/12/2006 Registers: EYR Registered person: The Childcare Corporation Limited Inspection report: 25 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 Expected standard Behaviour, attitudes and establishing routines Strong standard Children and babies demonstrate very positive behaviour, curiosity and a secure understanding of daily routines. They engage enthusiastically in activities, showing sustained concentration and perseverance for their age. Leaders have established a warm, respectful and inclusive culture. Children are consistently kind to others. They manage their feelings and behaviour with growing independence and confidence. Staff reinforce positive behaviour through clear expectations and purposeful guidance. Children understand what will happen next and reflect on routines. This gives them confidence and security in their daily experiences. Children develop advanced social skills through group and cooperative play. They eagerly share resources, take turns without adult prompting and listening attentively to their peers. Highly secure key-person relationships provide consistency and emotional support, helping babies and children to develop a deep sense of belonging. Predictable routines encourage children's independence in tasks, such as tidying toys, serving meals and managing personal care. Children eagerly cooperate, discussing together which toys they will pack away next. Leaders and staff teach routines clearly, helping all children, including those with special educational needs and/or disabilities, follow daily patterns and understand expectations, including attendance and punctuality. This approach supports children to develop notable levels of resilience and self-regulation and have a highly positive attitude to learning. This prepares them very well to move confidently to the next stage of their education. Achievement Expected standard Children make steady progress from their starting points and confidently explore, experiment and problem-solve. Older children engage in imaginative group play, such as caring for toy babies or playing with toy fire engines, working together to put out a pretend fire. Babies develop core strength through tummy play and begin to develop walking skills, building their perseverance and mobility. In the main, toddlers are socially confident, inviting others to join them as they explore moulding scented dough. Children develop independence in their personal care, including toilet training and hygiene routines. Pre-school children confidently access tissues to wipe their noses before putting the rubbish in the correct bin. Toddlers explore early mathematics, counting numbers and working out early addition as they sing nursery rhymes. Older children are confident communicators and enjoy explaining what they know and can do. Pre-school children eagerly listen to staff read stories and take turns speaking in group situations. Children are generally well prepared for the next stage of learning, including school. Children's welfare and wellbeing Expected standard Leaders prioritise children's welfare and wellbeing. There are clear policies and routines in place to keep children safe. The setting provides a welcoming environment where children and babies feel secure and confident to explore, play and engage with others. Staff embed daily outdoor play in practice to support children's physical development, curiosity and overall wellbeing. This helps children to build confidence and coordination. Babies' sleep routines and weaning are managed in line with their individual needs, supporting their health and development. Children form trusting relationships with staff, which underpins their sense of security and belonging. Staff know children well and respond to their needs appropriately. They support children to recognise and understand their emotions. For example, staff help children to identify when guinea pigs may feel scared and guide children to respond with care. This helps children begin to understand empathy and emotional awareness. Routines encourage children to develop independence, self-care skills and healthy habits. This includes making choices about food and engaging in physical activity. Children with special educational needs and/or disabilities receive support to access activities and take part in daily experiences. Children benefit from nurturing relationships, consistent routines and emotional support. Curriculum and teaching Expected standard Leaders provide an ambitious and well-designed curriculum that builds on what children already know and can do. Planning links to children's current interests and next steps, supporting their ongoing development. Staff use termly assessments, alongside ongoing observations, to identify children's starting points and monitor their progress. This helps to inform teaching and ensures that children make progress and are prepared for the next stage of learning, including school. There is a focus on early mathematics, including for babies. Older children develop counting skills and begin to understand number through everyday activities and routines. Staff use opportunities during children's play and routines to extend their thinking and encourage children to recall prior learning. Children receive support to develop independence and self- care skills. Staff model language and communication skills by narrating babies' babbles, describing toddlers' play and introducing new words, such as colours, or with the use of a net. Children are guided to behave considerately and are developing confidence in expressing their feelings and ideas. Staff support children's physical development indoors and outdoors, where babies and older children practise balance, coordination and control. Staff identify and support children with special educational needs and/or disabilities to access activities. However, the support for children who speak English as an additional language is not consistent. This limits these children's progress in communication and understanding. Inclusion Expected standard Leaders and staff promote an inclusive environment where children are valued and supported. Children with special educational needs and/or disabilities (SEND) are identified in a timely way. Staff undertake relevant training and work with parents and carers and external professionals to provide appropriate support. As a result, children with SEND receive support to access the curriculum and make progress from their starting points. Staff use a range of strategies to support children's communication and understanding. They use visual cues throughout the day to help children follow routines, understand what will happen next and develop independence. Quiet spaces are also available, giving children opportunities to regulate their emotions, reflect and take a break when needed. These approaches help children to engage in daily experiences and feel more secure within the setting. However, the support for children who speak English as an additional language is not consistently effective. Some children who speak English as an additional language receive support. For example, staff learn basic words in some children's first language. However, this support is not consistent for all children. As a result, some children do not make the progress they are capable of in developing their understanding, vocabulary and communication skills. Systems for identifying and supporting children who are eligible for additional funding, including the early years pupil premium, are not consistently effective. Leadership and governance Expected standard Leaders evaluate the effectiveness of the setting and respond to emerging needs. They support staff during difficulties, such as unexpected absences. While staffing issues are currently evident, leaders manage these appropriately to maintain the quality of care. Leaders are aware of areas that need improvement and have made some adjustments, although these have not yet fully addressed the issues. Staff take part in professional development courses, including mathematics training. This helps staff to support children's early mathematical skills. Staff contribute to children's learning and care and follow the expectations set by leaders. Staff report feeling happy in their role and valued within the team. Leaders prioritise staff's wellbeing and celebrate staff's achievements. Leaders have a focus on ongoing improvement and a relevant action plan. They engage with parents and carers to support children's learning. Leaders make links with local schools to help children further prepare for the next stage of learning. However, the systems for identifying and supporting children who are eligible for additional funding, including the early years pupil premium, are not consistently effective. Although leaders have implemented some strategies to address this, these have not yet been effective. As a result, not all children receive the additional support they need and are entitled to, to fully access the curriculum and reduce gaps in their learning. What it's like to be a child at this setting Children are cared for in a safe, welcoming and nurturing environment where their needs are prioritised. Staff are attentive and responsive. They ensure that babies feel secure through consistent routines and warm interactions. Across the setting, children are happy and eager to attend and learn. They demonstrate that they feel safe and well supported. Children develop positive relationships with their peers and staff. Babies form secure attachments with their key persons. Older children learn to share, take turns and cooperate during activities, such as role play and sand and water play. They also learn to care for animals, such as the guinea pigs that regularly visit the older children's rooms. These experiences help children to build confidence and develop social skills. Children enjoy their learning and engage enthusiastically in a range of meaningful activities. They explore their environment through drawing, investigating frogs and imaginative play. Staff promote children's physical development through planning activities, such as yoga and active team games. This helps children to build coordination and confidence. Staff support children to develop healthy lifestyles, including understanding the importance of nutritious food and enjoying balanced meals. Children achieve well overall and make steady progress from their starting points. Children develop a love of books from the youngest age. Babies and toddlers choose many books to look at themselves and for staff to read inside and in the garden. Staff engage them though changing their voice and tone for each character and talking about the pictures. Toddlers develop early mathematical skills, such as counting up to 4 and recognising quantities. Pre- school children extend this learning further, such as by exploring larger, 3-digit numbers as they measure their height against a wall and compare the different sizes. Leaders monitor children's progress and promote attendance. This ensures that children benefit from the curriculum. Next steps Leaders should enhance strategies to support children who speak English as an additional language more effectively to further develop their language and communication skills and broaden their vocabulary. Leaders should further develop systems for identifying and supporting children who are eligible for additional funding. Inspectors: Victoria Jones Bridget Copson About this setting Unique reference number (URN): EY346416 Address: Blackbrook Park Avenue Blackbrook, Business Park Taunton Somerset TA1 2PX Type: Childcare on non-domestic premises Registration date: 12/12/2006 Registered person: The Childcare Corporation Limited Register(s): EYR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00 Local authority: Somerset Facts and figures used on inspection This data was available to the inspector at the time of the inspection. About this inspection The inspectors spoke with leaders, staff, the special educational needs and/or disabilities coordinator, children and parents and carers 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. This data is from 25 March 2026 Children numbers Age range of children at the time of inspection 0 to 4 Total number of places 128 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. 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