URN 2702662 · Inspected 2026-05-11 · Published 2026-06-08 · Inspector: Lisa Robinson
Kiddi Caru Day Nursery Unique reference number (URN): 2702662 Address: Kiddi Caru Day Nursery, Fyfield Barrow, Walnut Tree, Milton Keynes, Buckinghamshire, MK7 7AN Type: Childcare on non-domestic premises Registered with Ofsted: 26/08/2022 Registers: EYR Registered person: The Childcare Corporation Limited Inspection report: 11 May 2026 Exceptional Strong standard Expected standard Needs attention Urgent improvement Expected standard 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. Achievement Expected standard Children are well prepared for the transition into school. Leaders and staff work closely with schools to know and understand the skills children need to be successful in their transition into their next stage in education. Children develop skills to follow routines, manage their own care needs and develop independence. This builds their confidence and ability to express their needs and interests. Children have the communication and language they need to be confident and happy learners. Children can express themselves well and are able to engage and focus on their learning and development. Typically, children with special educational needs and/or disabilities make progress towards individual milestones in their development. For example, they develop relationships with children and staff. They learn to understand words and build their communication and language skills. Children generally continue to make progress from their starting points. Behaviour, attitudes and establishing routines Expected standard Staff are positive role models for children and show respect for others. They are warm and welcoming to children. Children learn to show care and kindness to their peers and the staff caring for them. They take pride in helping their friends find favourite toys and engage in activities together. Children join in together and celebrate each other's achievements. Staff are attentive to children's needs, and this helps to establish routines that are individual and help children to engage in purposeful play that is effective in developing independence and confidence. Children know and understand the routines of the day and actively engage in preparing for mealtimes, sleep times and tidy-up times. As routines are flexible to the children's needs, there are minimal disruptions to children's learning and engagement in activities. Staff and children build warm and caring relationships. Children are confident to approach adults and show they enjoy their company. For example, babies seek adults for cuddles and staff show warmth and are attentive to children's needs. Staff model and teach sharing and turn-taking to support children to develop their personal, social and emotional development and understand the feelings of others. Staff set clear expectations of children's behaviour and attitudes through discussions and explanations of the routine for the day, and they support children to know what is happening now and next. Leaders have effective procedures in place to monitor children's attendance. They promote the importance of regular attendance and the benefit this has on children's learning and development. Children's welfare and wellbeing Expected standard Staff provide an environment where children can build their confidence and independence. For instance, they ensure risk assessments are effective in providing a safe and secure play space that children are comfortable and confident to explore in. Children develop their self-care skills. For example, at snack times, they collect plates and cups and pour drinks. When children notice they have a runny nose, they find tissues and wipe their noses. Staff support children where needed and remind children of the importance of handwashing. Staff support children's emotional development through nurturing and developing caring and trusting relationships that are secure and help children to feel safe and settled at nursery. Staff help children to learn and understand their feelings and emotions and are quick to respond and provide comfort and reassurance when children are unsettled. Occasionally, however, when children move into a new room, information is not shared fully effectively between staff in order to support a highly consistent transition. Children show that they have developed positive relationships with their key person and feel safe. For example, when new children arrive, staff welcome them with open arms and happily embrace them with cuddles. Babies have their needs met well. They settle down to sleep with ease, which shows they are aware of the routines and feel comfortable in the setting. Staff ensure babies are safe during sleep time, ensuring consistent monitoring and checks are completed, and staff remain with them while they sleep. Curriculum and teaching Expected standard Leaders and staff have a clear vision of what they want children to learn. They have high expectations and ambition for what children can achieve while at nursery. Staff's teaching is typically effective. They provide the communication and language support to help children make steady progress. However, there are small inconsistencies, and on occasion, staff become focused on the outcome of an activity and do not consistently consider the process of learning. This means they do not always keep in mind what they want children to learn and their individual learning needs. Consequently, children do not always receive the challenge and learning they need to fully engage in an activity. Staff use assessment to monitor children's progress and plan for their next steps in learning. Leaders recognise that staff would benefit from further support to deepen and strengthen their teaching for children's next steps in learning. However, plans to address this have yet to be put into place. Staff prioritise spending time with new children. This supports them to build strong bonds and develop a sense of safety and security. This helps children build confidence within the setting and develop their personal, social and emotional development. Staff provide many opportunities for children to develop their physical skills. Children learn to ride wheeled toys, throw, catch, kick a football, balance and climb in the outdoor area. Staff talk about and use numbers and counting throughout the day as they engage and interact with children at their chosen activity. This supports children to develop their understanding of mathematical concepts. Inclusion Expected standard Children with special educational needs and/or disabilities receive effective and targeted support from staff. Staff gather information from parents about children's starting points, skills and interests and plan the curriculum to meet their needs. Leaders and staff work in partnership with agencies to ensure children receive the support they need to make steady progress. Children who speak English as an additional language are also well supported. Leaders and staff develop a range of talking buttons and dual-language story reading to support children's communication and language development. This helps children feel included and removes barriers to learning well. Additional funding is used effectively to assist eligible children. For instance, leaders have purchased and developed resources to support communication and language development and created spaces where children can explore and engage in chosen activities that meet their interests and needs. Staff regularly review children's progress and identify gaps in learning. They work closely with parents to share their assessments and develop individual education plans to continually support children's overall development. However, while targeted support is effective, there are some inconsistencies in the quality of teaching, and this affects how consistently children benefit from high-quality interactions throughout their time at nursery. Leadership and governance Expected standard Leaders have a constant focus on improvement. They have a realistic oversight of the setting's strengths and weaknesses. They recognise areas for development and take action to support continuous improvement. For example, leaders recognise that further work is needed on developing transitions for children as they move rooms. This is to support consistent teaching and messages for children's learning and development as they grow and learn during their time at the nursery. Leaders have linked with partner settings to further develop and embed the curriculum to support staff's teaching and interactions with children. This is to help develop consistent quality of teaching to benefit children's learning and build on their next steps. Leaders and staff consider how they can meet children's individual needs, including those with special educational needs and/or disabilities or children who have barriers to their learning. For instance, they have effective relationships with parents and ensure that they are included in decisions about their children. Leaders ensure that staff workload is reasonable and manageable. They provide the support and coaching to staff to help them in their role and responsibility and support professional development. Leaders particularly focus on ensuring new staff receive the training and induction they need to understand their role and have the skills they need to be effective in caring for children. What it's like to be a child at this setting Children are happy, safe and settled at nursery. Staff provide warm and nurturing care that supports children to develop a sense of belonging and security. Children benefit from close bonds formed with those caring for them. Children enjoy comfort and cuddles from their key person, and this supports their personal, social and emotional development as they build positive relationships with staff and their peers. Staff know and understand the diverse backgrounds and cultures of the children attending the nursery. Children learn about what makes them unique and celebrate each other. This helps them develop respect for each other and build positive, lasting friendships. Children with special educational needs and/or disabilities are supported well to play and learn alongside their peers. Staff understand their needs and adapt their teaching and the learning environment to remove any barriers to learning. Leaders and staff are nurturing towards children and their families. They offer activities that include the whole family to support children's learning and engagement within the setting. For example, a bedtime story session provided children and families with some time to read and share stories after nursery. Children came in their pyjamas and staff read stories to children and families to encourage a love for reading and help parents in supporting Inspector: Lisa Robinson About this setting Unique reference number (URN): 2702662 Address: Kiddi Caru Day Nursery Fyfield Barrow, Walnut Tree Milton Keynes Buckinghamshire MK7 7AN Type: Childcare on non-domestic premises Registration date: 26/08/2022 communication and language development and early literacy skills. These positive relationships support regular attendance for children. Children enjoy a broad range of learning opportunities that interest them. This helps build children's confidence and independence skills as they make choices about their learning. Next steps Leaders should further embed the curriculum to enhance staff's knowledge of how to plan more precisely for children's individual learning and next steps. Leaders should further develop arrangements to support highly consistent transitions for children when they move into a new room. About this inspection The inspector spoke with leaders, practitioners, the special educational needs coordinator, parents and children 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. Registered person: The Childcare Corporation Limited Register(s): EYR Operating hours: Local authority: Milton Keynes Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 11 May 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. 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