Kiddi Caru Day Nursery and Preschool

What is this page?

We are, a schools information website. This page is one of our school directory pages. This is not the website of Kiddi Caru Day Nursery and Preschool.

What is Locrating?

Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews, neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Kiddi Caru Day Nursery and Preschool.

To see all our data you need to click the blue button at the bottom of this page to view Kiddi Caru Day Nursery and Preschool on our interactive map.

About Kiddi Caru Day Nursery and Preschool

Name Kiddi Caru Day Nursery and Preschool
Ofsted Inspections
Address Unit 10-12 Chatmohr Estate, Crawley Hill West Wellow, Rosmey, Hampshire, SO51 6AP
Phase Childcare on Non-Domestic Premises, Full day care
Gender Mixed
Local Authority Hampshire
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are happy and safe in this nursery. Staff are caring and highly responsive to children's needs during the day. For example, the key person settles babies to sleep by soothing them and using comforters from home.

Toddlers enthusiastically make choices in group activities and this supports them to find their voice. For instance, staff ask toddlers which song they would like to choose during the music and movement session; several of them say 'choo choo train' and they sing and copy the actions of staff.Children behave well and develop their friendships.

For instance, pre-school children include their friends whe...n they are looking for the lost spider in the outdoor area. They ask one another 'where has it gone?'. They search together to find the spider.

Staff understand the importance of communication and language development. Babies learn simple sign language that helps them to communicate their needs to staff. Pre-school children enjoy listening to a story about feelings, and staff encourage them to identify how they feel.

Staff repeat new words and give children the opportunity to build this into their language. For instance, toddlers learn about oral health as staff read a story about the dentist. They explore toothbrushes and sets of teeth with staff during the story.

What does the early years setting do well and what does it need to do better?

The manager has a clear focus on what children need to learn next and the importance of communication and language within the curriculum. Staff tune into babies' needs and interests. They provide activities that support toddlers' language development.

Pre-school children benefit from enriched language opportunities through stories and conversations with staff. This helps to build their confidence in communicating with others and prepares them well for the next stage of their education.Children display good attitudes to learning.

For instance, they enjoy building towers from bricks. Staff introduce new mathematical language, such as 'arch', when a child selects an arch-shaped brick. Staff repeat new words clearly when children mispronounce them and use repetition to check their understanding.

Staff encourage children to be independent and develop good hygiene practice. For example, staff support babies to drink water and chat to them about being thirsty. Pre-school children wash their hands before they eat lunch, serve their own food, and tidy their plates away after they have finished.

Toddlers confidently clean their own faces after lunch using the mirrors to look at their reflection. These skills support children's personal development and build their self-confidence.Children develop good relationships with their key person and other staff.

For example, a baby brings a toy horse to their key person, who sings their favourite song as the baby cuddles into them. Toddlers who are new to the room are supported by staff, who smile and sensitively settle them into a group activity.The special educational needs coordinator works closely with parents and outside agencies.

Children with special educational needs and/or disabilities (SEND) are supported by knowledgeable key people. Staff use sign language to promote communication and a timetable to help children with SEND understand the routines of the day.The manager is very supportive of staff's well-being and provides good levels of support and guidance.

She mentors the staff in the baby room, and encouraged them to create a new sensory area for younger babies. The manager supports staff to gain new qualifications and encourages others to seek promotion within the nursery.Parents praise the core staff team at the nursery and how they have supported their children.

Parents receive daily feedback and online updates about their children's progress. They speak about the positive influence of the new manager and deputy this last month. However, parents are not always made fully aware of staffing changes, and sometimes do not receive updates from the nursery's management team.

Children have plenty of opportunities to develop their physical skills. For example, babies play on the small indoor gym, climbing up the steps and shuffling down the slope. Toddlers and pre-school children enjoy using tricycles, and running and climbing on the big play equipment in the outdoor spaces.

Staff teach children about road safety when they cross the car park to access the outside spaces.


The arrangements for safeguarding are effective.The manager and staff team are confident in their safeguarding responsibilities.

They can identify the signs and symptoms that indicate that a child is at risk of harm. Staff know how to report any concerns and escalate them to professional agencies, if needed. Staff understand the setting's mobile phone policy and the importance of keeping children safe.

They know how to follow the whistle-blowing policy if they had concerns about a colleague's conduct. There are relevant procedures in place to ensure that staff understand their role in protecting children under the 'Prevent' duty.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: develop partnerships with parents by increasing the information shared with them from the management team, particularly around staffing changes.

  Compare to
nearby nurseries