Cherubs Day Nursery

Cherubs Day Nursery
Unique reference number (URN): EY252771
Address: 35a Poplar Street, Southport, Merseyside, PR8 6DX
Type: Childcare on non-domestic premises
Registered with Ofsted: 30/01/2003
Registers: EYR, CCR, VCR
Registered person: Gayle Degrave and Hilary Degrave Partnership
Inspection report: 24 February 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
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.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
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.

Expected standard
Achievement Expected standard
Children make secure progress from their starting points. Babies show increasing curiosity
as they explore resources and respond to familiar songs and interactions. Younger children
begin to use more words independently and join in with others during shared play. Older
children demonstrate growing understanding of early number, shape and language. For
example, they count how many blocks they need to complete a tower and recognise when
shapes do not fit, adjusting their approach to solve problems.
Children who require additional support make progress towards their individual targets. They
become more confident in joining in, communicating their needs and following routines.
Most-able children show increasing independence as they prepare for school, such as
managing their own belongings, listening to instructions and sustaining attention during
activities. While progress is evident, it is not always maximised for every child. Overall,
children develop the skills and confidence needed for their next stage of learning, including
communicating their ideas, working with others and managing simple tasks independently.
Behaviour, attitudes and establishing routines Expected standard
Leaders establish clear expectations and children understand them. For example, children
confidently recall that 'at 10:15 we wash hands' and watch the clock as the time approaches.
This supports their understanding of number while reinforcing routine. Children move
between activities with minimal disruption and respond positively to staff guidance. Staff
build warm relationships with children and offer reassurance that reflects children's age and
stage. This helps children feel secure and understand what is expected of them.
Overall, children show positive attitudes to learning. During free play, they remain focused
and engaged, for example as they pour and fill during water play with purpose. Children
generally get along well with others. They take turns, share resources and join in play
alongside their peers. However, during more focused adult-led teaching, engagement can
vary. Children are more engaged during child-led play than in larger group sessions.
Children demonstrate growing independence in daily routines. For example, they hang their
coats up on arrival without being reminded. However, at times, particularly during mealtimes,
staff do not always promote independence fully. Staff serve food and clear plates rather than
encouraging children to self-serve or take responsibility. This limits opportunities for children
to develop independence further. Leaders promote the importance of attendance. Absences
are followed up and patterns are monitored, supporting regular attendance and consistent
learning.
Children's welfare and wellbeing Expected standard
Staff support children's emotional wellbeing effectively, creating a nurturing environment
where children feel safe, valued and secure. Children form secure attachments and respond
positively to guidance. Staff help them manage feelings, for example guiding babies when

they are upset or encouraging calm during minor disagreements, which enables children to
take part confidently in daily activities.
Staff understand children's individual needs and support self-care. For example, when
babies have runny noses, staff encourage them to have a go themselves. Older children
manage simple tasks, such as wiping their hands after messy play. However, at times, staff
complete tasks children can do for themselves too quickly, limiting opportunities to practise
emerging self-help skills.
Children's healthy lifestyles are promoted throughout the day. Older children are reminded to
wash their hands before eating and understand this removes germs. During mealtimes, staff
encourage children to understand why some foods cannot be shared and use age-
appropriate language to explain allergies. Leaders ensure cultural and dietary choices are
considered, providing alternatives so all children can eat safely. Children spend time
outdoors using climbing equipment and other resources. Staff explain why exercise is
important and how it gets blood flowing. This helps children understand how physical activity
and healthy routines support their wellbeing.
Curriculum and teaching Expected standard
Leaders have a clear understanding of their curriculum and have made considered changes
to strengthen how children develop key skills. They have prioritised communication and
language and increased opportunities for physical development. These improvements
support children to build secure foundations for later learning.
Leaders ensure the curriculum is sequenced so knowledge and skills build on what children
already know and can do. For example, babies reach for toys placed just out of reach,
strengthening core muscles in preparation for walking. Older children develop coordination
during 'wiggle' song sessions as staff encourage movement using positional language such
as 'up high' and 'down low'. Staff also support early mathematical understanding through
everyday experiences. Children hear and use language such as 'more', 'full' and 'empty' as
they play and explore.
Personal, social and emotional development is supported through shared experiences.
Babies take turns with musical instruments while staff model language about sharing. Older
children work together to build train tracks, negotiating roles as they play.
Staff generally adapt teaching to support children with different needs. For example, they
model key words and adjust interactions to help children join in. However, this is not
consistent. At times, teaching is not adapted well enough to meet individual needs. For
example, some babies disengage during circle time, and opportunities to extend older
children's learning are missed. As a result, not all children benefit fully from planned
teaching.
Inclusion Expected standard
Leaders use additional funding, including early years pupil premium, appropriately to reduce
barriers for children. For example, funding supports experiences in the community and
practical help such as food parcels. This helps families access opportunities and maintain

engagement with the setting. Consequently, disadvantaged children generally take part in
daily experiences and routines alongside their peers.
Leaders identify children's needs early and review these regularly. Staff complete an initial
baseline and continue to observe children during routines, play and group times. When
children need extra support, such as with following instructions, engaging with others or
developing language, leaders involve external professionals. They agree clear targets and
staff implement strategies in practice. Leaders review progress and adapt support where
needed. Children typically receive timely help to support their development. Furthermore,
staff receive training to support children who need additional help. However, this is not yet
consistently embedded across practice. As a result, the precision of adaptations and the
impact of support vary. Leaders are beginning to strengthen staff knowledge so support is
more consistently effective.
Leaders reduce barriers for children who speak English as an additional language and those
with special educational needs and/or disabilities. Staff use translation tools to gather
information from parents and, with consent, seek support from those who speak both
languages. This helps ensure families understand key discussions about their child's
support. Leaders monitor how well children access learning. For example, when visual
prompts are less effective, staff model key words during play. Children generally become
more confident in joining in and communicating their needs.
Leadership and governance Expected standard
Leaders have effective oversight of the setting and staff. They understand the strengths of
the provision and take action to address areas for development. For example, they have
strengthened the focus on communication and language by increasing opportunities for
children to hear and use new vocabulary during daily routines and play. This supports
children to develop confidence in speaking and understanding words in different contexts.
Leaders support staff wellbeing and manage workload alongside monitoring practice. They
provide regular supervision and adapt expectations where needed, including when staff
return from long-term absence. This helps staff feel supported and able to deliver the
planned curriculum. Professional development is planned to support staff knowledge of child
development and how to meet individual needs. However, this is not always sharply targeted
or embedded in practice, which means improvements are not consistently applied.
Leaders do not always monitor practice precisely enough. This limits consistency across
staff and affects how well children benefit from planned learning. Leaders make decisions in
the best interests of all children, including those with additional needs or barriers to learning.
They work closely with parents to gather information about children's routines and
preferences, which informs planning and next steps. They provide guidance on healthy
lifestyles and support families to continue learning at home. This helps to ensure children
receive appropriate care and support that meets their individual needs.

Compulsory Childcare Register requirements
This setting has met the requirements of the compulsory part of the Childcare Register.
How we check if a provider meets the requirements of the Compulsory Childcare
Register
When we check if settings meet the Compulsory Childcare Register requirements, they can
have the following outcomes:
Met
Not met
Voluntary Childcare Register requirements
This setting has met the requirements of the voluntary part of Childcare Register.
How we check if a provider meets the requirements of the Voluntary Childcare
Register
When we check if settings meet the Voluntary Childcare Register requirements, they can
have the following outcomes:
Met
Not met
What it's like to be a child at this setting
Children are welcomed into a calm nursery where expectations are clear and routines are
well established. They move confidently between parts of the day and understand what
happens next. Children cooperate in play. They work together to build a train track, and
older children help younger children to join in. This supports children to build positive
relationships and feel part of the group.
Families share photos and updates about their experiences outside of nursery, such as trips
to the local zoo or farm, through an online platform. Staff use this information to help

Inspector:
Kelly Little
About this setting
Unique reference number (URN): EY252771
Address:
35a Poplar Street
children talk about places they have visited and to develop their understanding of the
community around them. Staff share information with families about local events and
activities so learning extends beyond the nursery day. This helps children to make links
between home, nursery and the wider community.
Leaders and staff prioritise communication and language, personal, social and emotional
development, and early mathematics. Children take part in activities that build on what they
already know. Babies count blocks as they stack and knock them down. Older children use
tools such as tweezers to sort shapes. This strengthens their finger control, supporting their
dexterity and ability to use a range of tools. Staff model clear vocabulary and encourage
children to explain their thinking during play. Children who speak English as an additional
language and those with special educational needs and/or disabilities are supported through
adapted communication strategies so they can take part alongside others. For example,
staff provide visual boards to support what is happening next in the daily routines. As a
result, children increasingly join in with shared play and remain engaged in their learning.
Next steps
Leaders should ensure monitoring of practice supports staff to consistently adapt adult-led
sessions, so children remain engaged and benefit fully from intended learning.
Leaders should help staff to consider ways to give children more opportunities to manage
routines and self-care for themselves, helping them develop independence and resilience.
About this inspection
The inspector spoke with leaders, staff, parents and children during the 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.

Southport
Merseyside
PR8 6DX
Type: Childcare on non-domestic premises
Registration date: 30/01/2003
Registered person: Gayle Degrave and Hilary Degrave Partnership
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Sefton
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 24 February 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
25
Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
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.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement
The setting needs to make urgent improvements to provide the expected standard of
education and/or care.
The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
services providing education and skills for children and learners of all ages, and inspects
and regulates services that care for children and young people.
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.
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.
This publication is available at https://reports.ofsted.gov.uk.
Interested in our work? You can subscribe to our monthly newsletter for more information
and updates: http://eepurl.com/iTrDn.
Piccadilly Gate
Store Street
Manchester
M1 2WD
T: 0300 123 1231
Textphone: 0161 618 8524
E: enquiries@ofsted.gov.uk
W: www.gov.uk/ofsted
© Crown copyright 2026

© Crown copyright