URN 2692646 · Inspected 2026-04-23 · Published 2026-06-08 · Inspector: Savine Holgate Lois Hulley
Kidzania Childcare Darwen Unique reference number (URN): 2692646 Address: Peek A Boo Daycare, Duckworth Street, Darwen, BB3 1AT Type: Childcare on non-domestic premises Registered with Ofsted: 04/10/2022 Registers: EYR, CCR Registered person: Peek A Boo Childcare Limited Inspection report: 23 April 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. Urgent improvement Achievement Urgent improvement Staff do not support children to make progress across all areas of development. Children do not make typical progress. Children with special educational needs and/or disabilities are not identified and, therefore, staff are not closing gaps in their learning and development. Children's progress in communication and language is not typical. They do not have basic knowledge that is typical of children of their age, such as naming animals or using single words. Children are not developing their physical skills well due to the poor curriculum. Young children are expected to complete tasks that are too challenging for them, such as pouring drinks and carrying plates of food and children struggle to do so. Children's personal development is not at the stage expected for their age. They do not consistently form friendships with their peers or develop appropriate social skills they will need for their move to school. Staff do not support children to regulate or manage their feelings and behaviour in an age-related way. This means that children continue to hurt their peers and do not understand behavioural expectations. They are unsettled and do not demonstrate emotional security. Behaviour, attitudes and establishing routines Urgent improvement Staff do not have a secure understanding of children's individual care routines. For example, younger children who show signs that they need a rest in the morning do not receive one. This leads to them becoming unsettled over lunchtime and impacts on their wellbeing. Leaders recognise that children's attendance is an area to improve. They have started to monitor children's absences and attendance patterns and are beginning to engage with parents. This work is in it's early stages and the impact is not evident. Leaders do not understand the importance of providing children with carefully planned transitions. This includes when children return after prolonged absence. Leaders gather limited information from parents. This means that staff do not have the knowledge required to meet children's needs. This impacts on children's ability to settle. While leaders recognise that some children need support to manage their behaviour, they are not proactive in supporting staff or working with parents. Staff remain calm when dealing with children's behaviour. They attempt methods, such as using consistent phrases, for example, 'kind hands'. Staff do not demonstrate the skills needed to teach children how to behave appropriately towards others. This leads to a chaotic environment and, at times, children's behaviour is difficult to manage and impacts on other's wellbeing. Children's welfare and wellbeing Urgent improvement Leaders do not ensure that there is an effective key-person system in place. Staff do not know children well enough to meet their individual needs. For example, they are not familiar with children's care routines, and some staff do not know the names of children they are caring for. This impacts on children's wellbeing and sense of security in the setting. Some children become upset during the day and do not have opportunities to form secure, positive attachments with staff. Although staff are caring and attempt to comfort children, their limited knowledge of children's needs affects their ability to do so effectively. Staff pass children between different staff members in attempts to settle them, which further disrupts their emotional security. Leaders do not ensure that accurate records are held outlining children's allergies. This means that staff do not have the knowledge to recognise the symptoms of children's allergies or the steps they must take in the event of a reaction. This impacts on children's safety. Hygiene procedures across the setting are ineffective. Staff are not alert to the risks associated with children sharing drinking cups. They do not wash their hands after wiping children's noses and store play materials next to nappy changing areas. These practises pose a risk to children's health. Leaders do not ensure that staff complete effective risk assessments. Staff do not identify and manage risks appropriately. For example, young, mobile children who are able to stand are placed in cots set at an unsafe height. Sleep mats are ripped, exposing foam that presents a risk to children due to ineffective cleaning and choking risks. Staff responsible for preparing food do not prepare it in an age-appropriate manner. Staff do not liaise with parents about children's feeding stages. This means that young children are given food and drinks that are not suitable for their age and stage of development. Leaders do not ensure that staff demonstrate an adequate understanding of the risks associated with unsafe food preparation. Staff serve foods that may pose a choking risk, such as whole pieces of pasta, peas, raisins and banana cut into circular slices. Curriculum and teaching Urgent improvement Leaders do not provide children with a curriculum. Staff do not understand what children need to learn and in what order. For example, they sing the same days of the week song to children across all age groups. This does not provide children with the opportunity to build on what they already know and can do. Staff do not know what children's next steps in learning are. Staff provide experiences and activities that do not match the learning needs of some children. For example, staff provide repeated colour matching activities for children that they do not understand. Staff do not have a sharp focus on what children need to learn. For example, staff do not recognise that children need to embed their language skills. Staff ask children questions in quick succession and ask them to name objects and colours that they do not know or recognise. This does not support their growing vocabulary or speaking skills and impacts on their confidence. Leaders do not ensure that staff provide physical development opportunities for children. Where children show an interest in physical play, staff do not support this. For example, children repeatedly ask for footballs in the adjoining play area outdoors and staff do not recognise their interests or provide them with those resources. Inclusion Urgent improvement Leaders do not support staff to develop the skills needed to help them identify children who need additional support with their learning and development. This means that children's needs are not consistently met. Children who face barriers to their learning do not get the support they need to make progress. Children with special educational needs and/disabilities often wander around aimlessly, especially during group times. Staff do not support children who are known to social care well. They lack knowledge of children in order to support them. While they recognise that children need additional support for their wellbeing, staff do not provide children with that support. For example, staff recognise that children express their emotions in different ways, however, they do not help children to express their emotions in appropriate ways. Leaders do not ensure that staff support children who speak English as an additional language. Staff are not aware of the languages that all children speak. This means that they are unable to support their early language development. Staff do not demonstrate that they know or understand some children's culture or family backgrounds. This means that some children are not celebrated in the setting, and staff do not provide children with an inclusive experience. Leadership and governance Urgent improvement The provider does not have sufficient oversight of the setting. There are multiple breaches of the statutory framework for the early years foundation stage. A new leader has been recently appointed and has begun to develop an action plan. They have identified some of the weaknesses in the provision. However, their workload is not manageable. In addition to leading the setting, they are responsible for preparing daily meals for children. The provider has not ensured that a named deputy manager is in place to take charge in the manager's absence. Although they did appoint an existing staff member to this role during the inspection, the setting had been operating for several months without a deputy. In addition, the provider has not fulfilled their legal responsibilities to notify Ofsted of changes to managers, as required. Risks to children were reduced during the inspection. This is because the provider started to address some of the concerns raised on the day. Many staff are new to the setting. The provider has not ensured that they receive appropriate training to understand their roles and responsibilities. For example, staff working with babies do not have the necessary experience, training or knowledge to carry out their roles effectively. This does not ensure babies' safety and wellbeing. Leaders recognise that developing effective partnerships with parents is a priority, However, they have not had sufficient time to implement the improvements needed. Some parents report their dissatisfaction with the setting. They are not routinely asked to share important information that would help staff to meet children's care and learning needs. At times, staff do not provide accurate or consistent information about children's daily experiences. As a result, some parents are unaware of how children have spent their day, which limits their ability to support them emotionally. Compulsory Childcare Register requirements This setting has not 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 What it's like to be a child at this setting Leaders do not ensure that they provide children with experiences that help them to learn, develop and feel safe and secure. Children fail to thrive and do not make typical progress. Children's curiosity and natural exploration is often hindered by staff. For example, they often tell children to stop running, climbing and throwing. They do not understand children's interests and how they prefer to learn. This hinders children's learning, enjoyment and ability to become involved and concentrate. Children often wander aimlessly and do not engage in play. At times, children are unsettled. Children who face barriers to their learning are not identified by leaders or staff. Expectations at times are too high. For example, priority is given to toddlers to carry their plates with food at mealtimes. This is unsafe and beyond their capabilities. Children are not supported to develop positive social skills. For example, staff do intervene when children have disputes and children automatically say that they are sorry. However, they are not taught to behave in an age-appropriate and socially acceptable manner. This means that staff are not teaching children how to form respectful friendships. Some children who are preparing to move to school do not engage with others well. They lack the social skills to join in play and stand alone for periods of time before staff notice. Children's uniqueness is not supported. For example, staff are not aware of young children's nationalities and their home languages. This hinders their ability to support children from the very beginning. Children are cuddled by staff if they are visibly upset, however, the provider does not ensure that there is consistency in staffing to help settle children and this impacts on their wellbeing. Leaders have recognised that more work is needed to involve parents in the setting. However, plans are in their early stages and have not been effectively implemented. Next steps The provider is not meeting the requirements of the Early years foundation stage and Childcare Register and Ofsted intends to take enforcement action. We will issue a Welfare Requirements Notice requiring the provider to have taken the following actions by the assigned date: Action Completion Date provide staff with training to enable them to plan for children's learning and development 19/05/2026 implement an effective key person system to ensure that children's care is tailored to meet their individual needs, to offer a settled relationship with children and build relationships with parents 19/05/2026 organise staffing arrangements to ensure that the needs of all children are met 19/05/2026 ensure that there is a named deputy in place who is capable and qualified to take charge in the manager's absence 19/05/2026 ensure that there is a suitably experienced member of staff to take charge of the room for children under two years 19/05/2026 implement effective hygiene procedures that support children's good health 19/05/2026 take all reasonable steps to ensure children are not exposed to risks, with particular regard to sleeping arrangements in the room for children under two 19/05/2026 obtain information about children's special dietary requirements, allergies and intolerances and develop accurate allergy action plans that are known and understood by all members of staff 19/05/2026 Inspectors: Savine Holgate Lois Hulley About this setting Action Completion Date ensure that ongoing discussions are held with parents regarding children's stage of solid foods 19/05/2026 ensure that food is prepared in a way to prevent choking 19/05/2026 ensure that staff implement effective strategies to support and manage children's behaviour 19/05/2026 put in place arrangements for support for children with special educational needs and/or disabilities to ensure that children's needs are identified and met 19/05/2026 To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following action by the assigned date: Action Completion Date implement a curriculum that is ambitious for all children 28/05/2026 About this inspection The inspectors spoke with leaders, staff, 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. We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this. Unique reference number (URN): 2692646 Address: Peek A Boo Daycare Duckworth Street Darwen BB3 1AT Type: Childcare on non-domestic premises Registration date: 04/10/2022 Registered person: Peek A Boo Childcare Limited Register(s): EYR, CCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:30 Local authority: Blackburn with Darwen Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 23 April 2026 Children numbers Age range of children at the time of inspection 1 to 4 Total number of places 99 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. 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