Cute Companions Private Day Nursery

Inspection of Cute Companions Private Day Nursery 542 Leeds Road, Idle, Bradford, West Yorkshire BD10 8JH

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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 Requires improvement

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The provision is good

Children thrive in this welcoming and child-friendly nursery. Staff invest time getting to know children and their families before they attend. They tailor settling- in sessions to meet the needs of each child. Therefore, children happily arrive with enthusiasm to start their day. They leave their parents and carers with ease and quickly engage in their play. Staff encourage children to be independent. Children confidently wipe their own noses and feed themselves at mealtimes. Staff offer children praise for their efforts. Children smile with pride when they achieve what they set out to do. They quickly develop the confidence to carry out self-care tasks, which prepares them for future success.

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The provision is good

Children benefit from a sequenced and ambitious curriculum that provides clear progression for all ages. Staff understand what they want children to learn and remember across all seven areas of learning. Children gain self-confidence and make connections with previous experiences as they immerse themselves in imaginative play. For example, children enjoy sensory experiences of shaving foam, food colouring and water to create their favourite ice-creams. Staff introduce descriptive words, such as 'sticky' and 'fluffy'. Children thoroughly enjoy learning to move in different ways. They squeal in delight as they hop, jump and skip over low hurdles. Babies enjoy climbing up the steps and sliding down the slide. This builds on children's physical development.

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need to do better?

n Since the last inspection, the management team and staff have worked extremely hard to improve all aspects of the provision for younger children. Staff carry out assessments of children's development to identify any gaps or delays in their learning quickly. Staff plan activities and experiences that extend children's individual abilities. All children have a positive attitude towards their learning. This helps children of all ages and abilities to make good progress. n Children enjoy healthy snacks and freshly prepared nutritious meals. Staff take children's dietary needs into consideration. They use the opportunity at the table to have conversations with children. Children confidently recall what activities they have done earlier or share home experiences. They check the garden to see if the plums and apples have ripened, and if they are ready to be prepared, shared and eaten. n Staff use mathematical language throughout all activities. Children learn about

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need to do better?

number and shapes through their play. They excitedly engage in creative activities as they participate in a sticking activity to make people who are special to them. Children talk about using a 'circle' for the face and a 'rectangle' for the body. n Staff place a strong emphasis on children's emotional well-being. Children learn

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need to do better?

14 July 2025 to recognise, name and understand their emotions through activities and interactions. When children struggle to regulate their emotions, staff take swift and compassionate action to support them. For example, children access cosy spaces and dens to help them to regulate their emotions safely when they become overwhelmed. This supports children to manage their feelings with good levels of maturity. n Partnership working with external professionals is effective. For example, staff have good links with professionals who work for the local authority. The support for children with special educational needs and/or disabilities is secure. Managers and staff act promptly when they have concerns about children's development. Staff work closely with other professionals to identify and implement interventions to help support children, when required. They use additional funding effectively to enhance children's learning experiences.

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need to do better?

n Managers are passionate about the nursery and what it offers to children. The manager completes supervisions with all staff. However, systems are yet to be fully embedded to observe and review staff's teaching practice to help them develop further. n Parents speak highly of the nursery and the staff. They say they appreciate the regular communication, so they know what their children are learning. Parents appreciate the support they receive so that their children make good progress in their development. They say how happy their children are to come to nursery each day.

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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 enhance current monitoring and staff observations so that these focus more specifically on raising the quality of teaching to a consistently high level.

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Setting details

Unique reference number 302025 Local authority Bradford Inspection number 10380032 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 60 Number of children on roll 87 Name of registered person Cute Companions Limited

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reference number

Telephone number 01274 614291 Date of previous inspection 22 November 2024

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Information about this early years setting

Cute Companions Private Day Nursery registered in 1997 and is located in Bradford. The nursery employs 17 members of childcare staff. Of these, 16 staff hold appropriate early years qualifications at level 3 or above, including the manager who holds early years teacher status. The nursery opens from Monday to Friday, all year round. Sessions are from 7.30am until 6pm. The nursery provides government funded childcare.

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Inspection activities

n The inspector went on a learning walk with the deputy manager of all areas of the nursery and discussed the early years curriculum and the expectations for children's learning. n The inspector observed the quality of education being provided and assessed the impact on children's learning. n The inspector observed the interactions between staff and children. n The inspector spoke with staff and children at appropriate times during the inspection and took account of their views. n The inspector looked at a sample of relevant records and documentation, including evidence of staff's suitability and training. n The inspector carried out a joint observation with the deputy manager. n Parents shared written feedback with the inspector.

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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

14 July 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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