Ipswich Early Years

Ipswich Early Years

Unique reference number (URN): 2885051 Address: St Clare House Princes Street, Ipswich, IP1 1LH Type: Childcare on non-domestic premises Registered with Ofsted: 12/03/2026 Registers: EYR Registered person: Mayfair Set OPCO Ltd

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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.

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How we evaluate safeguarding

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

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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.

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Achievement Expected standard

Children demonstrate that they are confident, secure and comfortable in the nursery. Children's curiosity is inspired by the child-friendly environment and presentation of activities. They develop a positive attitude to learning. Children typically show that they enjoy their learning. They are enthusiastic to try new things.

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Achievement Expected standard

Children's personal, social and emotional development and communication and language skills are developing well overall, including those of children with special educational needs and/or disabilities (SEND) or children who are learning English as an additional language. Children, including the youngest babies attending, show increasing confidence and independence. For example, they happily engage with the inspector in their play. They giggle as they play 'peekaboo' using coloured scarves. Babies gesture and confidently seek support when needed. Children learn the skills required to ensure they are suitably prepared for their transition to the next room or school. All children, regardless of their starting points and including children with SEND or barriers to learning, make progress as the strategies in place swiftly identify emerging needs. Some minor weaknesses in the consistency of teaching, however, impact on some children's ability to achieve to a higher level.

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Behaviour, attitudes and establishing routines Expected standard

Staff promote positive behaviour and attitudes through the daily routines in place. They promote clear expectations and are skilful in their interactions with children. Respectful staff model expectations well. They are gentle in their approach and speak with kindness to the children. They welcome and value children's views, and listen to what children have to say. Staff respond calmly and sensitively, and help redirect play appropriately when children struggle or become frustrated. The provision of a well-equipped sensory room provides children who may feel overwhelmed with an additional space and opportunities to relax. This also helps them regulate their emotions and supports them to return to positive play.

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Behaviour, attitudes and establishing routines Expected standard

Children typically show growing independence, cooperation and confidence during daily routines. For example, they listen to instructions and hold hands as they walk sensibly to play in the garden. Staff encourage children to take responsibility and help tidy resources or change themselves independently, while providing reassurance and guidance. Children generally follow familiar routines increasingly well and take pride in completing tasks. Children demonstrate very positive behaviour. Leaders and staff work closely with parents and carers to support consistent expectations. Leaders promote the importance of regular attendance. They are flexible around families' individual needs, and while they encourage punctuality, they recognise the difficulties that some families face. Leaders tailor settling-in sessions and starting times to accommodate parents and ensure children's attendance.

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Children's welfare and wellbeing Expected standard

Leaders and staff are responsive to children's care needs. For example, they respect and follow babies' individual routines. They are calm and nurturing and offer lots of cuddles and reassurance when needed, which provides emotional security. An effective key-person system is in place, and all staff speak knowledgeably of all children attending. While children are typically supported to develop self-care skills, this is not securely embedded in practice throughout the nursery. For example, babies learn to feed themselves with spoons, developing their confidence and coordination. Older children learn to use the toilet independently and to wash their hands. On occasions, however, some children are not encouraged to wash their hands before eating or when they sneeze and cough, particularly during mealtimes. This means that children do not consistently learn the importance of good hygiene practices. Children enjoy a range of healthy snacks and meals that are freshly

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Children's welfare and wellbeing Expected standard

Staff are respectful of children's personal needs during care routines. For example, staff kindly ask babies if they may change their nappy. They ensure children's privacy and dignity at this time. They are aware when the babies are teething or feel tired, and are attentive and responsive. Babies are soothed and are offered their comforters. A cosy sleep room enables children to sleep peacefully, uninterrupted yet closely monitored. Staff demonstrate a sound knowledge of the government guidance on sleep to ensure children's safety. Children feel safe and secure, and are supported by staff to express their emotions and describe how they are feeling. Staff are gentle in their approach as they support children to understand the impact of some behaviours on others, for example when children struggle to share and take turns. Staff interactions with children are positive and contribute to children's overall

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Curriculum and teaching Expected standard

Leaders and staff typically have a sound knowledge of child development and how to provide children with an inclusive and ambitious curriculum. Some staff lack confidence in delivering some activities. For example, staff do not always deliver well-planned adult-led activities, such as listening to sounds in the environment. Consequently, children are not always able to engage in group activities. Staff ensure that children can access all activities and high-quality resources available. Staff generally provide children with the skills to be independent learners. This creates a secure foundation for future learning and a smooth transition to school. Staff promote children's communication skills. For example, they engage children in meaningful conversations and introduce new words to extend their vocabulary. Children are confident communicators and they discuss the cars and models they make. They talk in great detail and with imagination about the superpowers and

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Curriculum and teaching Expected standard

Initial assessments and ongoing observations are completed. Staff have meaningful discussions with parents and carers regarding their child's progress, and identify what children already know and can do. They build on children's existing knowledge. Staff encourage children to count and identify shapes and colours as they play. Children use mathematical language, such as 'heavy' and 'light', as they manoeuvre resources during construction play. Toddlers learn about numbers through singing simple and familiar number songs and rhymes. Children, including babies, relish a familiar 'what's in the bucket' activity. This is adapted to ensure all children are included. Children show sustained concentration and listen intently to the descriptive words that staff use and to the sounds that items make.

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Inclusion Expected standard

Leaders and staff ensure that an inclusive culture is promoted. The environment is welcoming and inviting for all children attending. Staff use observations well to inform planning. They complete initial assessments that help inform next steps in learning. Staff spend time getting to know each child and their family before they attend. Staff interact well with the children, and typically have a broad knowledge of child development. This means that any barriers to learning and/or wellbeing are quickly identified. Close monitoring of children's progress ensures that any additional support provided has a positive impact on outcomes.

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Inclusion Expected standard

Leaders ensure that the use of any additional funding, such as early years pupil premium funding, is purposeful and targeted, for example through the provision of specific resources or additional training for staff. This ensures that disadvantaged children receive appropriate support and reach their full potential. Parents describe the support they receive as 'invaluable'. They comment that the staff know their children well. Parents say they feel fully informed with regard to their child's day and progress. Many comment that their children have settled well, have gained confidence and are thriving as a result of attending.

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Leadership and governance Expected standard

Leaders are committed to providing children with the best possible start. They have a clear and ambitious vision for what they want children to learn. Leaders have highlighted areas for improvement as there is an already established culture of self-evaluation. Leaders have a positive attitude and respond swiftly and effectively when incidents occur or are highlighted. For example, they prioritise the need to strengthen procedures during mealtimes. This ensures that children's welfare and individual needs are understood by all staff and embedded in practice.

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Leadership and governance Expected standard

Leaders work effectively with parents and carers and external professionals to meet the needs of children with special educational needs and/or disabilities or who face barriers to learning. They thoughtfully engage parents in the care and education of their children. They have daily discussions about their child's day, interests and progress. They routinely communicate learning and use different methods, such as electronic communication, to share next steps and ideas in order to continue learning at home.

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Leadership and governance Expected standard

The nursery has only been open a short while and is growing rapidly. Priority is given to ensure staff welfare as a new staff team is developing. Staff report feeling valued and supported by leaders. Generally, training is impactful. For example, all staff complete mandatory training before they commence their role, such as around first aid, safeguarding and food hygiene. Typically, staff have opportunities to complete some relevant courses and apply new knowledge to their practice. Leaders' monitoring is not sufficiently thorough to identify all weaknesses in practice. For example, they have not identified that all policies and procedures are not consistently embedded. This means that training opportunities are not sufficiently targeted to raise the quality of teaching to a higher level.

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

Children, even the youngest, arrive happy and enthusiastic to start their day. They are warmly greeted by happy, nurturing staff. Children are eager to explore their environment and the activities provided. Children quickly form warm and trusting bonds with a familiar member of staff, as an effective key-person system is in place. The role of the key person supports children's individuality, and staff spend time getting to know children as individuals. Children demonstrate that they feel safe and secure, as they settle quickly. There is a flexible approach to settling-in sessions. These are tailored to meet each child's individual needs, and this contributes to children feeling safe and confident in their environment. Children typically make progress from their starting points. They explore their environment with increasing confidence. The broad range of learning activities encourages and supports

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

children's individual interests, promoting their development and progress.

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

Children have some opportunity to develop physical skills outdoors in the fresh air. They show enjoyment using ride-on toys, running at speed and balancing using planks. They thoroughly enjoy their time in the indoor soft-play area, where they learn to jump, roll, slide and negotiate space well with their friends in order to keep safe. Children also have immense fun in the indoor garden. They sit and dig holes and fill buckets in the large sand pit. They dig earth and grow plants. Children show imagination and persevere as they make large construction models using planks and wooden bricks. All children, including those who have special educational needs and/or disabilities, make progress in all areas of learning from their starting points. Children generally learn about healthy lifestyles through daily routines.

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

Children are effectively supported by staff to recognise and express their feelings. They benefit from a well-equipped sensory room that provides children with a calm and reassuring space to sit quietly and relax. Children's attendance is consistent as leaders work closely with families to ensure that children have access to their funded entitlement. Children understand the high expectations of staff and the routines in place. Calm and attentive staff implement high standards for behaviour. Children show kindness to one another, and their behaviour is exemplary.

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Next steps

Leaders should strengthen monitoring to identify all inconsistencies in practice and target training more precisely to improve teaching further. Leaders should strengthen personal care routines for children to build firm foundations for best hygiene practices, particularly handwashing.

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Address:

St Clare House Princes Street Ipswich IP1 1LH

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Address:

Type: Childcare on non-domestic premises

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Address:

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

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection. Leaders should monitor and review the policies in place to ensure children's welfare, and ensure that they are consistently promoted in practice.

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About this inspection

The inspector spoke with leaders, staff, parents and carers, and children during the inspection.

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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. This data is from 25 August 2026

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Exceptional

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

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Strong standard

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

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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.

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Needs attention

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

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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