Cuddles and Care Day Nursery

Cuddles and Care Day Nursery

Unique reference number (URN): 2835636 Address: 177 Leigh Road, Eastleigh, SO50 9DW Type: Childcare on non-domestic premises Registered with Ofsted: 09/04/2025 Registers: EYR, CCR Registered person: Cuddles and Care Day Nursery Ltd

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.1

Achievement Expected standard

Activities are planned to allow all children to join in and feel included. Staff know children well and are able to adapt resources or provide additional support to children if needed. Children respond well to praise by staff who are supportive and encouraging. For example, children enjoy receiving stickers and certificates when they have tried hard or achieved a new skill. This makes children feel proud and builds their self-esteem.

p.2

Achievement Expected standard

Experiences are age-appropriate and varied. Children enjoy a broad curriculum and regularly spend time outside using a range of equipment that encourages different skills. Staff encourage children to get involved and build confidence to try something new. As a result, children are developing perseverance and resilience.

p.2

Achievement Expected standard

Children are taught the benefits of being active and moving their bodies. Children respond well to conversations with staff about healthy foods and the importance of looking after themselves. For example, children spoon meatballs and spaghetti onto their own plates at lunchtime and talk about how they are getting stronger. This means children are developing positive attitudes towards the benefits of a healthy lifestyle.

p.2

Achievement Expected standard

Children are engaging in activities and experiences that are preparing them well for their next stage of learning. For example, children are learning how to put their own aprons on and recall how they made play dough the previous day. This provides children with essential age- and stage-appropriate knowledge and skills for their future success.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children understand the behaviour expectations of the setting. Staff gently remind children when needed about the importance of sharing with their friends or why they need to wait their turn. Children respond well to the calm reassurance provided, which supports their wellbeing and makes them feel safe.

p.2

Behaviour, attitudes and establishing routines Expected standard

Leaders have worked hard to ensure all staff are supported to fully understand the behaviour expectations of the setting. Staff are positive role models and support children to behave in a way that is respectful and kind. For example, children in the pre-school know the golden rules, such as 'walking feet' and 'kind hands', and they are able to remind their friends when needed. Staff support children individually to understand these golden rules using picture cards on the wall and by talking to them to explain when needed. This provides an inclusive culture that is calm and respectful.

p.2

Behaviour, attitudes and establishing routines Expected standard

Staff develop trusting relationships with children that encourage open conversations. Children typically share their thoughts with staff and are supported to talk freely and openly. As a result, children typically feel relaxed and at ease in the setting.

p.2

Behaviour, attitudes and establishing routines Expected standard

Leaders work in partnership with parents to establish routines and promote the importance of regular attendance. Parents feel supported and say that they value the time staff take to share information and listen supportively. This means there is a mutual understanding of the rules and expectations of the setting.

p.2

Children's welfare and wellbeing Expected standard

Activities provided are typically inclusive for all children and adapted when needed to ensure everyone is able to participate. For example, children enjoy singing in a circle holding a large piece of stretchy material, which they pull to make different shapes. Some children enjoy this activity sitting independently, while others sit on an adult's lap for extra support. This enables all children to access the experience in an appropriate way for their individual needs and level of development.

p.3

Children's welfare and wellbeing Expected standard

Leaders generally share information appropriately to enable staff to provide children with the right level of care and support at the right time. Parent partnerships are effective and they value the work staff do to remove barriers to learning and make their time at the setting safe and supportive to their children's emotional wellbeing. For example, staff provide opportunities for children to share how they are feeling using a soft toy called a 'worry monster'. This supports children to share any worries they may have and gives time for conversations about how they are feeling. As a result, children approach staff when they need to talk about something that is on their mind.

p.3

Children's welfare and wellbeing Expected standard

Children are typically taught to keep themselves safe. For example, staff in the toddler room teach children to hold scissors correctly and talk about road safety when they are out and about in the local community. This means children are starting to learn how to risk-assess situations and understand the importance of making choices that are safe.

p.3

Curriculum and teaching Expected standard

Children enjoy learning. Staff plan experiences that excite children and engage them. For example, staff support children in the toddler room to use play dough, cutters and small rolling pins to help develop their fine motor skills.

p.3

Curriculum and teaching Expected standard

Leaders ensure the curriculum is ambitious for all children. Generally, staff are clear about what they want children to know by the time they move onto their next stage of learning. However, this is not consistent across all ages. For example, there are times when learning targets are vague and lack detail. This means that it can be difficult to measure progress and planning is less effective in meeting children's needs.

p.3

Curriculum and teaching Expected standard

Children enjoy learning and are keen to get involved in a wide variety of experiences. For example, in the pre-school, staff lead children on a bear hunt through the garden, using the story to walk through shaving foam and feel the texture of soil on their feet. Staff use the vocabulary to introduce new words to children, such as squishy and soft, supporting all children to join in and learn at their own pace. This promotes children's communication and language and provides an inclusive curriculum where every child is supported to learn.

p.3

Curriculum and teaching Expected standard

Staff build on children's interests to engage them in their learning. They use their knowledge to inform planning, which supports children to develop a range of skills ready to move onto the next stage of learning. However, this is not always consistent across the setting and, as a result, opportunities for progression can be missed and identified next steps are not consistently meaningful.

p.3

Inclusion Expected standard

Staff across the setting have high expectations for all children and work together with the special educational needs coordinators to help those children who need it. They notice when children require additional support and use their knowledge to work closely with parents. Strategies are put in place quickly and monitored to ensure that they have a positive impact. This means that children with special educational needs and/or disabilities typically have their needs well met.

p.4

Inclusion Expected standard

Staff know children well and use this information to introduce strategies that will provide support during their time at the setting. For example, visual timelines are available when children need reminding about what is coming next. This supports children's understanding and makes them feel safe and secure at the nursery.

p.4

Inclusion Expected standard

Leaders have developed positive and impactful relationships with other services to support children's development and wellbeing. For example, staff notice when children require additional support and use their knowledge to work closely with parents. As a result, barriers to learning are typically being removed and children generally make good progress in their development.

p.4

Inclusion Expected standard

Funding is used to purchase equipment and experiences that meet an identified need. For example, staff assess children closely and notice when children are falling behind in a particular skill, such as coordination or balance. This supports children in their learning and development by providing opportunities to practise a skill or experience something new.

p.4

Leadership and governance Expected standard

Leaders understand the strengths of the setting and are reflective about what needs improving. For example, they use feedback gathered from staff and parents to agree priorities for improvements, including room layouts and which resources to purchase. They also work closely with the whole staff team to make sure staff work effectively and provide support where needed. For example, leaders carry out team meetings on a termly basis to share information and provide constructive feedback. This makes staff feel valued and included.

p.4

Leadership and governance Expected standard

Staff state how they enjoy working at the setting. They feel well supported and their ideas and opinions are listened to. This means the atmosphere is happy and welcoming, which has a positive impact on the children. There are plenty of opportunities for professional development. Staff keep their knowledge up to date through training on a wide range of topics that increase their understanding around children's care and development. For example, staff attend training on safer sleeping for babies. As a result, children are sleeping according to national guidelines to ensure every sleep is a safer sleep.

p.4

Leadership and governance Expected standard

Leaders have developed positive partnerships with parents. They communicate effectively with parents through conversations and also via an app, which allows information to be shared about their child's day. Parents say how they feel well supported by staff. Information shared helps staff to support children during their time in nursery, as well as when they move to their next stage of learning such as school.

p.4

Leadership and governance Expected standard

Leaders work closely with other professionals to ensure the support children receive is appropriate. For example, they work with local schools to share children's information ready for their next stage of learning. This means leaders are working effectively with other professionals to ensure children's needs are being fully met.

p.5

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

What it's like to be a child at this setting

Children are happy and settled with staff who are calm and nurturing. Staff speak in a respectful way to children, listening carefully to them and showing a genuine interest in what they have to say. For example, pre-school children enjoy talking about their favourite foods during lunchtime, while staff ask questions to find out more. This supports children's communication and language development and makes them feel valued.

p.5

What it's like to be a child at this setting

Children are keen to join in with activities that are exciting and engaging. Resources are varied, and staff use children's interests to engage them and keep their attention. For example, children play together in the garden with the paints and rollers to make pictures and patterns. They work together, helping their friends if they need support. This makes children feel they belong.

p.5

What it's like to be a child at this setting

Staff work closely with parents and carers to find out all about their children, including where they live, likes and dislikes, as well as how they learn best. For example, children who do

p.5

About this setting

Unique reference number (URN): 2835636 not have access to outside spaces enjoy participating in ball games outside. This helps staff to support children so that they are able to thrive in all areas of the curriculum during their time in the setting.

p.6

About this setting

Children's behaviour is very good. Staff role model how to behave, which helps children understand the importance of listening to each other and sharing with their friends. Children are familiar with the golden rules of the setting and respond well to being asked to use 'kind hands' or take turns. As a result, children can identify positive behaviour and are able to remind their friends of these rules when needed.

p.6

About this setting

Children enjoy spending time with their friends. There are plenty of opportunities to have relaxed conversations or play games together. For example, children in the pre-school work together to roll marbles along slopes and tunnels together, becoming excited when they see it appear at the end. This provides opportunities to build friendships and develop social skills.

p.6

Next steps

Leaders should make sure all staff are able to clearly identify what they want all children to know by the time they move to their next stage of learning. Leaders should make sure staff are able to identify key children's next steps so that targets are more precise and can be reviewed more effectively.

p.6

About this inspection

The inspector spoke to leaders, practitioners, special educational needs coordinators and assistants during the inspection.

p.6

About this inspection

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.

p.6

Address:

Type: Childcare on non-domestic premises

p.7

Address:

Registered person: Cuddles and Care Day Nursery Ltd

p.7

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8