Little Cheeky Monkeys

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About Little Cheeky Monkeys

Name Little Cheeky Monkeys
Ofsted Inspections
Address Sterling House, St. Ives Works, Accrington Road, Blackburn, Blackburn With Darwen, BB1 2FB
Phase Childcare on Non-Domestic Premises, Full day care
Gender Mixed
Local Authority BlackburnwithDarwen
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are happy, safe and settled in the care of nurturing staff, who clearly want the best for them.

Children's chatter fills the air as they explore the wide range of opportunities that staff provide. Babies develop strong attachments to staff. This gives them confidence and successfully promotes their inquisitive natures.

For example, babies delight in working out how to successfully stack blocks. They show surprise and giggle as they push the blocks over. Older children make decisions about what they would like to play with.

For example, children who have earlier enjoyed a story about a friendly monster... use play dough to model a monster and recall events in the story.Children understand the high expectations staff have for them. They calmly play alongside each other and engage deeply in the activities provided.

Children of all ages show kindness and consideration for each other. For example, as they play outside, children check that they each have a basket to gather 'pirate' treasure, so that nobody is left out of the excitement.Staff give high priority to developing all children's communication skills.

They quite rightly recognise that effective communication skills are the 'golden keys' to effective learning in all other areas of the curriculum. Where children may require extra support, staff skilfully employ a range of strategies that help to ensure that all children become effective communicators.

What does the early years setting do well and what does it need to do better?

Since the last inspection, leaders and managers have worked incredibly hard to significantly improve practice throughout the nursery.

A comprehensive review of every aspect of nursery life has been undertaken by leaders and managers who aspire to be outstanding. Self-evaluation is robust and accurate. The manager offers a range of professional development and coaching opportunities to her committed staff team.

Staff feel very well supported and are actively encouraged to enhance their professional qualifications. They remark that the nursery is 'the best place to work'.Staff provide an exciting and varied curriculum based upon their knowledge of what children need to learn next.

They use children's developing interests successfully to help to engage and motivate children in their learning. Staff are clear about what they intend children to learn as a result of the planned activities they provide. However, occasionally, some staff do not always recognise opportunities as they occur in children's self-chosen play, to build upon children's previous learning.

Staff observe and monitor children's progress. They quickly identify any emerging gaps in children's learning and development. This enables them to swiftly seek the support that some children may need in order to make continued good progress.

The special educational needs coordinator works in close partnership with a wide range of outside agencies to help to ensure that children's individual needs are effectively met.Children of all ages are confident and enthusiastic learners, who are not afraid to try new experiences. All children demonstrate a positive can-do attitude to their learning.

For example, toddlers persevere when using safety scissors to cut through cooked pasta. Older children carefully listen to instructions as they are taught to cut through vegetables while under the close supervision of staff. Opportunities such as these help to develop children's resilience and willingness to persevere.

Children are taught to respect and value the similarities and differences between themselves and others. Staff undertake a wide range of activities that reflect the unique cultures of children's families. Furthermore, children as young as two years of age recognise that some children may need glasses to help them to see.

They eagerly try on a range of sunglasses frames in order to look like their friends. This helps to develop children's confidence and self-esteem.Children are taught the importance of leading a healthy lifestyle.

The nursery provides a wide range of healthy and nutritious homemade meals and snacks. Water is available in each room for children to drink throughout the day in order to remain hydrated. Children understand why they must wash their hands before eating.

Toddlers also tell staff that they need to go and wash their hands after blowing their nose at the 'snuffle station'.


The arrangements for safeguarding are effective.Staff are knowledgeable about child protection.

They understand how to keep children safe and confidently identify possible signs that a child may be at risk of harm. Staff know the procedures they should follow if they have concerns about children or a member of staff. They receive regular training, so that they can keep their knowledge up to date.

Staff undertake regular risk assessments of the environments to help to ensure they remain a safe place in which children can play. Robust recruitment and vetting procedures ensure that all staff are suitable to work with children.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: support staff to utilise all opportunities to precisely build upon what children know and can do during children's self-chosen play.

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