Sandy Bears Nursery + Pre School

Inspection of Sandy Bears Nursery + Pre School Unit 6, Castle Farm, Cholmondeley, Malpas, Cheshire SY14 8AQ

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children receive a warm welcome from the caring and attentive staff. All children show that they are settled and happy. Staff build strong relationships with children and show genuine care for them. They sensitively support new babies, who soon settle and enjoy a cuddle with staff. Staff are very attentive to children's care needs, supporting their well-being closely. They are quick to respond when babies show signs of hunger or tiredness and give them reassurance to meet their needs. Children demonstrate they feel safe and secure as they confidently follow the daily routine.

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The provision is good

Overall, the curriculum is effective in supporting children's progress. Children are curious learners and show an interest in exploration. Babies relish sensory play focused on their interest in animals. Staff plan this carefully to encourage babies to develop their language and communication. Babies excitedly explore different textures, such as yoghurt and dried food items. Toddlers explore, knowing that staff are on hand to give reassurance as needed. They develop confidence and show great interest in the activities that staff plan. For example, children enjoy choosing flowers and dipping them in paint to make colourful marks on their paper, developing their fine motor skills. Pre-school children use readily available pens and paper to practise their early writing skills.

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need to do better?

n Leaders are good role models for staff, and they guide and support their practice well. They use their evaluation well to identify appropriate areas to improve. Leaders place a high priority on staff's professional development. Recent training around supporting children's emotions has had a strong impact on children's development. Staff report that they feel supported by leaders. n Staff are committed to nurturing children's learning. They quickly identify children who may need additional support and collaborate effectively with other professionals to address their needs. This means that children receive effective support. n Staff help children to develop a wide range of skills in preparation for school. However, they do not break the skills that they teach children into smaller steps to help children to consistently build on their existing knowledge. For example, they do not adapt welcome group times to support the different ages and stages

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need to do better?

of children's development. n Staff understand the importance of children developing good communication and language skills. They help babies improve their speech with simple songs and rhymes. Toddlers use words and signs to express themselves, and older children are confident and articulate communicators. However, staff do not consistently support children to fully engage and listen intently during some activities. For

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need to do better?

25 March 2025 example, when they bring toddlers together to share a story, background distractions interrupt their learning. n Staff encourage children to take on self-care tasks, such as washing their hands before meals and holding their own cups. Older children serve their own lunch and competently put on their wellington boots. This approach helps children to build confidence and practise essential independence skills. n Staff encourage children to develop healthy lifestyles. They add fruit to water to encourage children to drink more to stay well hydrated. Mealtimes are a sociable occasion. Children have regular opportunities for fresh air and exercise in the outdoor area. They enjoy catching games, climbing and running around. These activities help children to develop their large muscles, spatial awareness and coordination. n Staff have high expectations for children's behaviour. They model positive

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need to do better?

behaviours effectively in their practice by using manners and encouraging children to share, be kind to one another and play cooperatively. Staff encourage children to respect the toys and equipment in the nursery, and from a young age, children understand about respecting each other. n Staff incorporate mathematical concepts into children's play and through routines. For example, staff support children as they count pom-poms on a number frame. When children find a worm in the forest garden, staff talk to children about its length using language such as 'long' and 'short'. This supports children to understand number and size. n Leaders and staff build very strong relationships with parents and carers. They ensure that parents are involved in all aspects of their children's care and education. For example, staff invite parents to the nursery for informal meetings. Parents report how much their children love attending the nursery and comment

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need to do better?

on the tremendous care and support they receive.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first

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should:

n support children to be able to maintain focus and listen more intently, such as by considering the impact of background distractions on children's engagement and learning n strengthen the curriculum by structuring it more precisely for each age group of children.

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Setting details

Unique reference number EY555921 Local authority Cheshire East Inspection number 10375992 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

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inspection

Total number of places 51 Number of children on roll 60

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Name of registered person

Sandy Bears Nursery + Pre School Cholmondeley Ltd

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reference number

Telephone number 01829 720000 Date of previous inspection 13 May 2019

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Information about this early years setting

Sandy Bears Nursery + Pre School registered in 2018 and is located in Malpas, Cheshire. The nursery opens all year round, from 7.30am to 6pm, Monday to Friday, except for bank holidays and a week at Christmas. It employs 15 members of childcare staff. Of these, 10 staff hold appropriate early years qualifications at level 3 or above. The nursery provides government funded childcare.

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Inspection activities

n The inspector observed the quality of education provided and assessed the impact on the children's learning. n The manager and the inspector completed a learning walk to gain an understanding of how the early years provision and curriculum are organised. n The inspector reviewed a sample of relevant documentation, including paediatric first-aid training certificates. n A joint observation was carried out by the inspector and provider, and feedback was shared and discussed. n Parents shared their views on the nursery with the inspector through verbal and written feedback. The inspector took account of their views.

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Inspection activities

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.

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Inspection activities

25 March 2025 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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