Marina's Amigos Daycare

Marina's Amigos Daycare

Unique reference number (URN): 2813105 Address: Eskdale Academy, Eskdale Road, Hartlepool, TS25 4BT Type: Childcare on non-domestic premises Registered with Ofsted: 30/10/2024 Registers: EYR, CCR Registered person: Marina's Amigos Childcare 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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Children's welfare and wellbeing Strong standard

Leaders place a clear priority on children's welfare and wellbeing, creating a safe, nurturing and welcoming environment where children feel secure and happy. Children form very secure attachments with their key person and other staff, resulting in them being confident to explore their environment and engage in play. Staff are consistently kind, calm and attentive, supporting children's emotional wellbeing effectively. There is a keen focus on helping children to regulate their feelings and emotions, which helps them to develop resilience and confidence. For example, children enjoyed reminding each other of the 'golden rules' of the setting.

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Children's welfare and wellbeing Strong standard

Children develop independence skills well. From a young age, they are encouraged to take responsibility for their own care needs. For example, babies are supported to cut fruit at snack time, and older children confidently serve their own lunch and put on their shoes. Staff provide consistent support and encouragement, which helps children feel capable and proud of their achievements. Hygiene practices are effective and embedded into daily routines. Children are supported to wash their hands and begin to understand the importance of staying healthy. Leaders ensure the environment is safe and well organised, with a range of resources that support children's learning across all areas. As a result, children's physical health, emotional wellbeing and independence are promoted superbly.

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Achievement Expected standard

Children typically achieve well from their starting points across all areas of learning. Staff confidently complete initial baseline assessments within weeks of children starting. They use this information effectively alongside regular, ongoing assessments, to plan appropriate next steps in learning. As a result, children make steady progress over time. Children develop communication and language skills and grow in confidence when expressing their needs and ideas. They show positive attitudes to learning, engaging well in activities and demonstrating increasing independence.

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Achievement Expected standard

Children with special educational needs and/or disabilities and those who are disadvantaged are supported appropriately. Staff monitor their progress closely and adapt activities and support where needed, to help them engage alongside their peers. Overall, children develop the key skills they need for their next stage of learning and are generally well prepared for school. For example, at mealtimes, children serve themselves and learn to use cutlery.

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Behaviour, attitudes and establishing routines Expected standard

Children generally behave well and play cooperatively with their peers. They develop positive relationships and show kindness towards one another. Staff promote clear expectations through embedded 'golden rules', which are reinforced consistently with children and families. Staff use praise and gentle reminders effectively to support children's understanding of expected behaviours. Leaders have responded proactively to recent behavioural challenges within some age groups. They have worked with staff to reflect on practice and introduced strategies that focus on adapting teaching to meet children's needs. For example, staff use tailored approaches, such as providing alternative resources, to redirect behaviour positively. As a result, children are increasingly supported to regulate their emotions.

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Behaviour, attitudes and establishing routines Expected standard

Staff create a calm and supportive environment where relationships are warm and respectful. Children are encouraged to make choices and develop independence within daily routines. Leaders work closely with parents and carers to promote regular attendance and have clear systems in place to monitor and follow up on absences. However, routines are not always organised consistently to support children's engagement. For instance, at times, transitions impact on children's focus and learning. Leaders recognise this and are taking steps to strengthen practice.

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Curriculum and teaching Expected standard

Leaders have developed a clear and ambitious curriculum that supports all children's learning across all areas of development, including those with any barriers to learning. They have a secure understanding of what they want children to learn, with an emphasis on communication and language, personal, social and emotional development, physical skills and understanding the world. Staff generally support this through regular observations and assessments, enabling them to identify what children know and can do and to plan appropriate next steps for their learning. However, these assessments are not consistently focused on individual children's next steps for them to reach their maximum potential. Leaders work well with parents and carers to share information about children's learning, promoting the benefits of regular attendance.

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Curriculum and teaching Expected standard

Staff are increasingly confident in following children's interests to promote engagement. For example, they build on children's enthusiasm for topics, such as aeroplanes, to sustain motivation. Interactions are meaningful and supportive, with staff using simple language, repetition and questioning to extend communication and understanding. Children benefit from a range of enriching experiences, including yoga, dance sessions and visits to local soft-play facilities. These support their physical development, confidence and social skills. Overall, children make secure progress and are generally engaged in their learning. However, at times, opportunities to sustain high levels of engagement are less effective, which leaders recognise as an area for further development.

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Inclusion Expected standard

Leaders and staff create an inclusive environment where all children are valued and supported to achieve well. There is a culture of early and accurate identification of children's needs. Overall, staff know children well and use observations, discussions with parents and carers and information from professionals, such as health visitors, to identify emerging needs quickly. As a result, barriers to learning are generally recognised early and targeted support is put in place without delay. Leaders have high expectations for all children, including those with special educational needs and/or disabilities, those who are disadvantaged and those known to social care.

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Inclusion Expected standard

Clear systems are in place to assess and monitor children's progress. Staff develop individual support plans that are specific to each child and review these regularly to ensure they remain effective. Leaders and staff typically follow a thoughtful approach, adapting targets and ensuring that support remains relevant. All staff feel confident to raise concerns and work collaboratively to meet children's needs. Special educational needs coordinators support staff effectively, promoting a consistent approach across the setting. Leaders work well with external professionals and parents to secure appropriate support. They use additional funding effectively to close gaps. As a result, children are included fully and make appropriate progress.

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Leadership and governance Expected standard

Generally, leaders have a clear vision for the setting and are passionate about providing high-quality experiences for children and the community they serve. Leaders demonstrate commitment to, and enthusiasm in, driving improvements, contributing to a positive culture across the setting. However, leaders have failed to notify Ofsted of a significant event within 14 days, which is a breach of requirements. Leaders have taken action following the delay in reporting the information. They have reviewed the safeguarding policy, and practice at the setting, to ensure this does not occur again in the future. As the provider has taken action to address the issues, Ofsted does not intend to take any further action.

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Leadership and governance Expected standard

Staff speak positively about leadership and feel well supported. Leaders prioritise staff's wellbeing and invest in professional development. Staff benefit from regular supervision meetings, alongside training linked to the early years foundation stage and current updates. This helps staff to feel confident in their roles and supports a consistent approach to practice. Leaders have developed secure partnerships with parents and carers. Communication is effective, enabling parents and staff to work together to support children's progress. Parents feel valued as partners in their children's learning. Leaders recognise the need to strengthen oversight of practice even further to ensure their vision is consistently reflected in children's daily experiences, particularly in routines, organisation and engagement in learning.

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Compulsory Childcare Register requirements

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

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Register

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

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

Children are happy, settled and confident in this warm and welcoming setting, which many parents and carers describe as a home from home. Children form secure, trusting relationships with staff, who are kind, patient and attentive to their individual needs. As a result, children feel safe, valued and confidently explore their environment and engage in play. Children build positive friendships and enjoy spending time with their peers. They play cooperatively, show kindness towards one another and benefit from the calm, nurturing atmosphere created by staff.

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

Children enjoy a wide range of interesting and varied experiences that capture their interest and support their development. They access activities, such as yoga, dance sessions, soft play and caring for hatching chicks, which enrich their learning and broaden their experiences. Children are curious and motivated learners. They explore resources with enthusiasm and return to activities with sustained interest. Staff collect information about what children know and can do when they first start. Staff confidently complete initial baseline assessments within weeks of children starting. They use this information effectively, alongside regular, ongoing assessments, to plan appropriate next steps in learning. Leaders work well with parents and carers to share information about children's learning, promoting the benefits of regular attendance.

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

Children develop independence as they progress through the setting. They learn to manage self-care routines, such as washing their hands, serving food and making choices about their play. Staff provide gentle encouragement and support, which helps children feel

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About this setting

Unique reference number (URN): 2813105 capable and proud of what they can do. Children understand expectations and generally behave well. They benefit from positive role modelling and clear routines.

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About this setting

Parents speak highly of the setting and value the regular communication they receive. They feel well informed about their children's day through regular updates and photos, and appreciate the collaborative approach staff take to support children's development, including children with barriers to learning. Overall, all children thrive in a caring, inclusive environment where they feel supported to learn, grow and achieve.

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Next steps

Leaders should ensure that staff consider children's individual needs and stages of development so that they can use this information to plan and deliver appropriately challenging activities, which build on what each child already knows and can do. Leaders should review the routines of the day to ensure that all children remain engaged and benefit from smooth transitions to the next activity.

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About this inspection

The inspection started on 18 June 2026. Inspectors carried out a regulatory telephone call on 12 August 2026 to gather additional evidence in line with Ofsted inspections and visits: Deferring, pausing and gathering additional evidence policy.

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About this inspection

The inspector spoke to leaders, practitioners, parents and the special educational needs coordinator 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.

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Address:

Eskdale Academy Eskdale Road Hartlepool TS25 4BT

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Marina's Amigos Childcare Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30

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Facts and figures used on inspection

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

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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.

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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.

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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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