Edward Bears Private Daycare

Inspection of Edward Bears Private Daycare 64 Victoria Road, Cirencester, Gloucestershire GL7 1ES

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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 Not applicable

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The provision is good

Children form secure attachments with the kind and caring staff, who understand their individual needs and know their families well. Children demonstrate that they feel safe and secure. They are curious and confidently explore the carefully planned, calm learning environment. Staff deliver a well-sequenced curriculum that builds progressively on children's prior learning and interests. This helps children to make strong progress across all areas of learning.

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The provision is good

Babies benefit from a wide range of sensory-rich experiences. They help staff to prepare the dough that they play with and excitedly explore different textures alongside the dough, such as dry oats. Staff use simple words and sign language to support children's early communication skills. They promote positive interactions between children and their peers, encouraging sharing and offering additional resources to extend engagement. Young children develop a sense of responsibility as they help staff to tidy away resources. They recognise similarities and make links as they match items to pictures on baskets. Young children eagerly sing, move and copy staff's actions to familiar songs, building their physical skills. Pre-school children are independent and confidently recall prior learning. They use specific vocabulary, such as 'cocoon' and 'chrysalis', when describing the life cycle of a butterfly. Pre-school children develop fine motor skills in preparation for early

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The provision is good

writing. They express their creativity as they paint and print symmetrical butterflies.

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need to do better?

n Staff create a warm and supportive environment. Children are confident to explore and lead their own play. Staff ask children helpful questions to support their thinking and encourage them to do things for themselves. This helps children to remember what they have learned and encourages them to practise new skills. However, staff do not always provide children with enough challenge during activities to help them to think more deeply, solve problems or apply their creativity in meaningful ways. n Staff organise daily routines generally well. They create a calm atmosphere and help children to understand what will happen next, which gives them a sense of security. For example, staff remind them that they have a few minutes before tidy up time. However, minor inconsistencies in teaching during some routines, particularly before mealtimes, disrupts some children's focus. At times, staff interrupt story sessions to request that children wash their hands for lunch. They

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need to do better?

do not always explain why handwashing is important or how certain activities, such as 'dance and stretch', support their learning and development. This limits children's understanding of how routines support their health and well-being. n Staff effectively manage children's move from home to the nursery. They gather

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need to do better?

8 August 2025 comprehensive information from parents about children's routines, interests and developmental stages to inform purposeful learning from the start of children's attendance. Children moving between rooms benefit from multiple visits to their new environment with their key person, fostering emotional security and confidence. Staff carefully ensure that children master essential skills before moving rooms. For example, they ensure that babies have physical stability before moving to the toddler room and that young children can eat independently before joining pre-school. This ensures that children are fully prepared and confident for each stage of their nursery journey. n Staff prioritise children's safety and well-being through consistent routines and vigilant care. They monitor the ultra violet rating and ensure that children wear hats all year round to protect them from the sun, with staff always wearing hats

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need to do better?

themselves when outside. Nappy changes are carried out sensitively and personally by each child's key person, ensuring comfort and consistency. Staff effectively support children with allergies. They follow strict procedures, including the use of coloured plates, to clearly identify dietary needs. During children's rest times, staff conduct five-minute sleep checks and physical observations to closely monitor children's safety and well-being. n Children develop strong independence skills that support their readiness for school. They confidently line up to wash their hands, collect their food from the lunch trolley and return to the table to eat alongside their peers. Staff share detailed information with Reception teachers and invite them into the nursery to ensure that they get to know children in familiar surroundings. This helps to aid a smooth transition and continuity in children's learning and care.

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need to do better?

n Staff build strong partnerships with parents, maintaining regular communication through newsletters, verbal feedback and digital platforms. They offer workshops on topics such as potty training and school readiness, and organise social events, including picnics, sports days and graduations. Parents provide highly positive feedback, praising staff's personalised support, clear communication and the nurturing, family-like atmosphere.

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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 strengthen staff's interactions during play activities to provide children with even more challenge to build on their thinking, creativity and problem-solving skills n support staff to explain the purpose and benefits of everyday routines and

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should:

8 August 2025 activities to help children gain an even better understanding of their value and how it supports their learning, development and well-being.

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Setting details

Unique reference number 2782408 Local authority Gloucestershire Inspection number 10414908 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 71 Number of children on roll 70 Name of registered person Edward Bears Private Daycare Limited

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reference number

Telephone number 01285654000 Date of previous inspection Not applicable

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Information about this early years setting

Edward Bears Private Daycare registered in 2024 and is located in Cirencester. The nursery operates from Monday to Friday between the hours of 8am and 6pm. It is closed on bank holidays, two weeks at Christmas and two days during the year for staff training. The nursery employs 13 members of staff to work directly with children. Of these, one holds a relevant early years qualification at level 5, six at level 3 and four at level 2. Two members of staff are unqualified. The nursery provides funded early education for children aged from nine months to four years.

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Inspection activities

n The manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n Children spoke with the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector carried out a joint observation of a group activity with the manager. n Parents shared their views of the setting with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

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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

8 August 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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