URN 2765204 · Inspected 2026-05-01 · Published 2026-06-16 · Inspector: Dal Malhi
Biddulph Kindergarten Unique reference number (URN): 2765204 Address: Staffordshire Moorlands Childrens Centre, Albert Street, Biddulph, STOKE-ON-TRENT, ST8 6DT Type: Childcare on non-domestic premises Registered with Ofsted: 22/12/2023 Registers: EYR, CCR, VCR Registered person: The Kindergarten Group Limited Inspection report: 1 May 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 Leaders and staff consistently foster positive behaviour among children. Staff employ a variety of strategies to nurture positive relationships with children. They take time to understand the needs of all children and recognise their developmental learning and care needs. Leaders and staff use the secure online communication system to share information about children's learning and development, as well as to monitor attendance and spot irregular patterns. This promotes effective communication with parents and promotes the value of good attendance. Children are guided to collaborate effectively and develop social skills that enable them to thrive and interact positively with others. For example, regular opportunities are given throughout the day, such as through lunchtime routines for children to harmoniously spend time together chatting with their friends. Staff take time to sit and talk to children, giving praise and encouragement for the efforts in eating their lunch. As a result, leaders and staff create a culture of kindness and respect. Staff help all children, including those with special educational needs and/or disabilities and other vulnerable learners, to recognise and manage their emotions. Achievement Expected standard Children typically make progress from their starting points across all 7 areas of learning in the early years foundation stage; including those with special educational needs and/or disabilities and those who face other barriers to their learning and/or wellbeing. Children who receive the early years pupil premium funding benefit from tailored support focusing on the essential knowledge and skills they need. As a result, any gaps in learning are promptly identified and all children make continuous progress in their educational and developmental outcomes. Children build their communication and language skills. They develop their listening, attention and vocabulary skills during story time by staying focused and responding to the story. Children benefit greatly from the wide range of experiences offered to them in the outdoor environment. Activities such as kicking and catching balls help to improve their physical skills, while filling and emptying sand buckets help to develop their wrist strength and coordination. As a result, all children achieve in their learning and development. Children's welfare and wellbeing Expected standard Leaders and staff have built connections with every child, fostering a culture where all staff know each child in their rooms. Staff have developed strong relationships with all children and are attentive to each child's individual welfare and wellbeing needs. For instance, when children with special educational needs and/or disabilities become upset or have difficulty managing their emotions, their key person recognises this and applies specific techniques to help them regain control and soothe their emotions. This approach fosters an inclusive environment. Leaders have effective routines in place to ensure all children's care needs are supported throughout the day. Children are helped to manage their own hygiene practices. For example, before lunchtime children are encouraged to go to the toilet and wash their own hands. Staff recognise the individual needs of children who may have food tolerances or a preferred way to having their meals served. Children benefit from healthy and balanced nutritious meals, such as peas, carrots and cottage pie for their lunch, including water. They develop their independence by having a go at using cutlery for eating. Younger children know when it is time for rest and sleep and staff follow safe sleeping practices. As a result, all children feel a sense of belonging through warm and positive relationships that help children to achieve and thrive. Curriculum and teaching Expected standard Leaders and staff have established a curriculum that generally builds on what all children know and can do in their learning and development. They plan a range of activities designed for children to both have fun and gain new knowledge. Children benefit from real-life experiences with living things, such as observing and gently handling newly hatched chicks while staff provide encouragement. As a result, children are expanding their understanding of the world. Younger children benefit from engaging in songs and rhymes, supported by staff who incorporate singing during physical activities, such as sliding down the slide. Older children enjoy crafts involving gluing and sticking. Overall, the teaching is appropriately planned by staff for what they want children to learn, such as developing fine motor skills. However, staff's expectations are not always aligned with children's age and stage of development. As a result, some activities are not always pitched at the right level. Children develop a love for books as they listen to stories like 'Elmer the Patchwork Elephant'. Staff use these moments to teach colours and shapes, ask thought-provoking questions, and introduce vocabulary, such as 'shook, berries, trunk' and 'different'. As a result, children are developing early mathematical and communication skills. Inclusion Expected standard Leaders and staff have created an inclusive culture and take time to get to know all children. They gather relevant information from parents about their children and carry out observations on children. Leaders have systems in place to assess what children know and can do. They plan for next steps and know the interests of all children. However, parents of children with special educational needs and/or disabilities do not always benefit from the information staff provide them about their children's learning and development during handovers. Leaders recognise the importance of using funding, such as the early years pupil premium, to close gaps in children's learning. This support has made a positive impact. As a result, children develop their listening and attention skills. Leaders have systems in place to monitor progress, hold review meetings with parents and identify next steps for children in their learning and development. Leaders engage with relevant outside agencies to ensure children are getting the support and advice they need to make the best possible progress. They ensure staff receive the appropriate training to support all children in their learning and development. This means all children make progress from their starting points. Leadership and governance Expected standard The leadership team are very reflective and have a clear vision about how to bring about improvement for better outcomes for their children to ensure they all flourish at the nursery. They take decisions that are in the best interests of all children and demonstrate a real positive attitude towards areas for improvement. Leaders make effective use of staff's professional development to enhance their knowledge and skills. However, they do not make full use of training to develop all aspects of teaching to the highest level, such as cultures and diversities. Staff report they value the supervisions provided by leaders and feel comfortable to share their own concerns and feelings. As a result, staff are valued and believe they feel a part of a caring and wonderful team. Leaders are committed to their responsibilities under the requirements of the 'Statutory framework of the early years foundation stage'. They work closely with other agencies to ensure children get the best possible start to achieve in their learning and development. Leaders and staff have established positive relationships with children and parents. Parents report they are happy with the communication system, their children's progress and the termly meetings. In addition, parents report their children have come on in leaps and bounds. In particular, commenting on their children's communication and language skills. 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 come into the setting eager to play with their friends. They actively engage in the available activities and demonstrate a positive attitude towards their learning. Staff give genuine warmth through kind and responsive interactions. This helps all children to feel a sense of safety. All children typically make effective progress from their starting points and enjoy the curriculum that leaders and staff have designed for them. They enjoy playing in the large outdoor space, strengthening their physical skills. Children build positive relationships through games, such as kicking and throwing a ball to their friends. They climb up and slide down the slide using their muscles. Children develop fine motor skills by pressing a magnetic board to draw a rocket, while staff guide them in identifying shapes like triangles and squares. Children develop a genuine love for books, often discussing them with staff. They talk about how they are making more friends for 'Elmer' by manipulating and moulding clay. Through this experience, staff teach children vocabulary such as a trunk. Furthermore, staff actively foster positive relationships with children by offering praise and encouragement and recognising the different elephants each child has produced. These experiences support children to develop key skills needed for all-round development and learning in the early years foundation stage. Children develop their social skills through everyday routines. They learn to have conversations with their friends through lunchtimes. Staff create a delightful atmosphere giving children space and time to have their lunch at a pace suitable to their needs. This includes individual children, who have specific food tolerances and preferences. Staff praise children for feeding themselves, encouraging positive behaviour and healthy eating habits. Leaders monitor and promote the importance of attendance to all families, which helps to ensure regular attendance at the setting. Inspector: Dal Malhi About this setting Unique reference number (URN): 2765204 Address: Staffordshire Moorlands Childrens Centre, Albert Street Biddulph STOKE-ON-TRENT ST8 6DT Type: Childcare on non-domestic premises Registration date: 22/12/2023 Registered person: The Kindergarten Group Limited Register(s): EYR, CCR, VCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00 Next steps Leaders should strengthen the key-person system for children with special educational needs and/or disabilities so parents are fully informed about their children's day at the nursery. Leaders should ensure that staff consistently align children's expectations with their age and stage of development so that learning builds with continuity. Leaders should strengthen their own and their staff's knowledge of diversities and cultural awareness so children gain a secure understanding of the diverse cultures around them. About this inspection The inspector spoke with staff and children, and took account of parents views 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. Local authority: Staffordshire Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 1 May 2026 Children numbers Age range of children at the time of inspection 0 to 4 Total number of places 74 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. This publication is available at https://reports.ofsted.gov.uk. Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn. Piccadilly Gate Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted © Crown copyright 2026 © Crown copyright