Cheeky Monkeys

Inspection of Cheeky Monkeys Long Lane, Chapel-en-le-Frith, High Peak, Derbyshire SK23 0TQ

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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 enjoy their time at this welcoming nursery. During outdoor play, toddlers use their arm muscles as they play ball games with staff. They concentrate as they try to catch balls that staff have thrown to them. Staff encourage children to persevere, which sees children smile with pride when they are successful. Pre- school children use their leg muscles to push themselves along on bicycles. They show agility as they ride their bicycles around the play area, safely negotiating the large outdoor equipment. Staff recognise that some babies are gaining confidence on their feet. They gently hold babies' hands, motivating them to steadily walk to the different activities on offer. This supports children's developing physical skills.

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The provision is good

Staff carefully consider how to support all children to do as much for themselves as possible. For example, they support older babies to progress from using beakers to open cups, and from using spoons to forks. Staff are vigilant, noticing when toddlers struggle to use cutlery. They offer support and demonstrate how to use cutlery correctly. Pre-school children eagerly help staff tidy away resources, access the toilet themselves and wash their hands before mealtimes. They are supported to take turns to pour their own drinking water and staff offer a helping hand when needed. This helps develop children's early independence skills.

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need to do better?

n Parents are positive about the care their children receive. They say staff provide regular updates about what their children have been doing at the setting. Parents state staff provide support and guidance to help their child make good progress. For example, staff work with parents to share strategies to help with children's speech and language development and with supporting positive behaviours. n Staff provide opportunities for children to develop their small-muscle skills. This helps children practise the skills needed for early writing. For example, older babies enjoy washing dolls during water play. They use their hand muscles to squeeze water from sponges and squirt water from bottles. Other babies use toy dinosaurs to make footprints in oats. Staff say, 'stomp, stomp, stomp,' as they demonstrate how to make marks in the oats, which babies readily copy. n Overall, staff promote children's communication and language skills well. During

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need to do better?

care routines, babies babble back and forth to staff during conversation. When children find a wasp outside, they listen as staff explain they must take care as wasps may sting. Children expand on this, confidently telling their friends that nettles can also sting. That said, there are times when staff do not enable children sufficient time to process new information or respond to questions that are being asked. This means that children do not always have time to think or share their own thoughts and ideas.

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need to do better?

4 September 2025 n Staff help children to develop their early mathematical knowledge. For example, children eagerly work with staff to collect twigs. Staff use words such as 'taller, bigger' and 'shorter' while children compare the sizes of the twigs. Additionally, older babies work with staff to build small towers from colourful wooden bricks. Staff name colours and count with babies as they carefully place one brick on top of another. This helps children learn simple mathematical concepts. n Staff are good role models. They encourage children to use their manners, share resources and be mindful of their friends. In turn, children show kindness towards others. For example, they notice their friends are making a pretend birthday cake from mud. Children fill a tub with water and take it to the activity for their friends to use. Children receive praise for their help. n Overall, daily routines are well organised and support children to learn. However,

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need to do better?

on occasion, children's learning is interrupted. Story and song time is disrupted by staff preparing the room for lunchtime and from other children who continue to play nearby. Consequently, children lose focus. Some pre-school children leave the story, preferring to play with toys, and some older babies wander around the room. This disrupts children and their ability to fully listen and engage in learning.

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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 provide children sufficient time to gather their thoughts, process new information and respond to questions being asked by adults to further support their communication skills n develop the organisation of story and song time to ensure children are not interrupted, to enable children to remain engaged and focused.

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Setting details

Unique reference number EY259428 Local authority Derbyshire Inspection number 10394662 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 48 Number of children on roll 76 Name of registered person Cheeky Monkeys Day Nursery (Chapel) Ltd

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reference number

Telephone number 01298 811731 Date of previous inspection 18 September 2019

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Information about this early years setting

Cheeky Monkeys registered in 2003 and is based in Chapel-en-le-Frith, Derbyshire. The setting employs 16 members of childcare staff. Of these, 12 hold appropriate early years qualifications at level 3. The setting opens from Monday to Friday, all year round. Sessions are from 7.30am until 6pm. The setting provides funded early education for children aged nine months to four years.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want their children to learn. n Children told the inspector about their friends and what they like to do when they are at the setting. 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 observed the interactions between staff and children. n The inspector carried out a joint observation of a communication and language activity with the manager. n Parents shared their views of the setting with the inspector. n The manager showed the inspector documentation to demonstrate the suitability

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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

4 September 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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