URN 2813445 · Inspected 2026-06-05 · Published 2026-06-30 · Inspector: Clare Wilkins
Cheeky Chimps Childcare Unique reference number (URN): 2813445 Address: 10 Victoria Road, Washington, NE37 2SY Type: Childcare on non-domestic premises Registered with Ofsted: 08/11/2024 Registers: EYR, CCR, VCR Registered person: Cheeky Chimps Childcare Limited Inspection report: 5 June 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 All children achieve well from their starting points. Older children count securely and explore letter sounds with interest. They talk about the marks they make and enjoy recognising familiar letters in books. Babies develop physical confidence as they learn to crawl, pull themselves to standing and take early steps. They begin to feed themselves and show growing control as they explore resources. Toddlers build independence, for example when they choose what foods they would like and carry their plates carefully to the table. Children sustain attention in creative activities and show pride in their achievements. They explore paint with enthusiasm and delight in the patterns they make. However, occasionally, when noise levels rise, children find it harder to hear staff guidance and stay focused on their learning. Children with special educational needs and/or disabilities or barriers to their learning make secure progress and build their confidence to participate fully. For example, they learn Makaton signs, alongside all of their friends, which helps them to communicate and join in activities and songs. Children develop a firm foundation of knowledge and skills ready for the next stage in their learning. Behaviour, attitudes and establishing routines Expected standard Children arrive happily and settle quickly, which reflects their strong sense of belonging. Babies and toddlers respond to staff encouragement and show growing confidence in new situations. Children behave well and follow staff guidance. Overall, children show interest and positive attitudes to learning. Children do not always follow instructions because staff do not consistently follow through on what they ask them to do. At times, children choose to do something else and staff allow this, which means expectations are not always clear or consistent. For example, during group times, some children leave the carpet and move around the room because they are not always sure when they should stay and listen. This affects how well they stay involved in shared activities, and does not support older children to become familiar with expectations they will encounter when moving to school. Leaders work closely with parents to encourage consistent attendance patterns so that children benefit from familiar routines and develop good habits for the future. Staff use some routines to support children's independence. For example, children pour their own drinks and help to tidy the rooms. However, routines are not always organised in a way that keeps transitions calm. Occasionally, children become restless when there is no clear support as they move between activities. Staff do not always prepare them for what is coming next or give clear information about what children need to do, which leaves children unsure. At times, high noise levels make it harder for children to hear guidance and understand what is expected, which affects how smoothly they move on to the next part of the day. Children's welfare and wellbeing Expected standard Staff form close bonds with children and respond warmly to their cues, which helps children to feel safe and secure. Staff supervise children appropriately, particularly during eating, sleeping and outdoor play, and create appealing play spaces where children can explore with confidence. Older babies sit close to staff and share books that focus on emotions. Staff use a gentle tone and simple language which helps children begin to recognise feelings and supports their early emotional wellbeing. Staff understand children's home circumstances and work closely with families to meet children's care needs. Routines in nursery reflect what children are familiar with at home, helping them to feel secure. Leaders maintain close relationships with families and offer guidance and practical support that improves children's wellbeing at home, such as signposting to food banks or helping with housing issues. Children are beginning to develop an understanding of the importance of healthy lifestyles. Leaders work closely with suppliers to ensure that the meals children receive are nutritionally balanced. Children talk about how food gives them energy and explain that vegetables are good for them. They benefit from plenty of fresh air and exercise and learn positive habits, such as handwashing, that contribute to their ongoing good health. Staff are quick to notice when children are unwell, and comfort them while they wait for parents to collect them, helping to reduce the risk of the spread of infection. Curriculum and teaching Expected standard Staff monitor children's progress and understand what children need to learn next. They link activities to children's next steps, which helps children make steady progress across the areas of learning. Staff introduce new words and explain their meaning, which strengthens children's language development. They use books, songs and stories throughout the day to build children's confidence with language and to help them enjoy early literacy. Staff support early mathematics through counting, comparing and using number in everyday routines, such as when children help to set the table. Outdoors, staff support children's physical development by encouraging them to move in different ways and practise early climbing and sliding. Creative experiences, linked to children's interests, encourage their engagement and sustained attention. However, during some adult-led activities, staff do not make it clear when older children are expected to pay attention. When some children choose to leave and miss valuable learning, staff do not encourage them to stay and participate. Teaching is inclusive. Staff adapt activities for children with special educational needs and/or disabilities, and for mixed ages, so all children can access learning at the right level. Staff plan carefully for children who need additional support and adapt their teaching appropriately, for example, by providing individual support when children need a little more help. Inclusion Expected standard Leaders are deeply committed to ensuring that all children are included. They identify children's needs early and gather clear information about their development, including those with special educational needs and/or disabilities (SEND), those with medical needs and those facing other barriers to learning. Leaders work closely with outside agencies and support families to make decisions in the best interests of their children. They are passionate about ensuring children with SEND get the right help at the right time. This helps children access support that reduces barriers to learning and wellbeing. Staff generally adapt experiences so all children can take part successfully. Children with SEND are included in daily routines and activities, for example, through additional modelling, visual cues or close emotional support. Parents feel reassured by the detailed and consistent communication that gives them a clear understanding of the individual plans in place to support their children's unique needs. Staff understand the needs of children known to social care and ensure they receive consistent, sensitive support. All children, regardless of barriers to their learning, feel valued and are able to participate alongside their friends. Leadership and governance Expected standard Leaders have a clear vision for the nursery and use what they know about children and the local area to shape their priorities. They review practice regularly and identify and acknowledge areas for further development. Leaders monitor the quality of teaching to check that staff understand how to support children's development. Leaders' focus on inclusion is well established. They meet each child and family at the stage they are at. Leaders work swiftly and closely with outside agencies when needed, so that support is timely and well matched to individual needs. Staff morale is high. Leaders create a positive culture where staff feel valued and confident in their roles. This helps to create a fun-filled environment where everyone, including children, feels happy and settled. Leaders are mindful of workload and organise routines so that staff have time to complete key tasks without unnecessary pressure. Professional learning has a positive impact on practice. Leaders use training, coaching and modelling to build staff expertise, particularly in communication, early language and in supporting children with emerging needs. Staff talk positively about the guidance they receive and how it strengthens their understanding of children's welfare and development, so they can address concerns quickly. Leaders maintain positive relationships with parents and the wider community. They share information regularly and listen to feedback from families. Leaders also encourage children's engagement in the community, such as visiting the local café, which helps children feel confident and familiar with their surroundings. 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 arrive to a setting where they feel valued and understood. They form close bonds with staff who respond warmly to their cues, which helps them feel safe and ready to explore. Children enjoy their learning. They move confidently between activities and show curiosity in the experiences staff provide, such as colour mixing, printing with fruits and exploring early number through counting and comparing. Older children enjoy experimenting with the sounds that letters make. Inspector: Children generally achieve well from their starting points, supported by carefully planned activities linked to what they need to learn next. Babies practise climbing when they use the slide outdoors with close support, while toddlers build independence by choosing what they would like on their plate at mealtimes. Children with special educational needs and/or disabilities are included fully. They benefit from staff's close collaboration with parents, outside agencies and other professionals, which helps to ensure that they get the right support at the right time. Parents describe their children's rapid progress in communication and early literacy, particularly for children who were previously non-verbal. Children develop a secure sense of belonging in this setting. Leaders know families home circumstances in depth and offer whole family support. This includes signposting to services and practical help, such as, support with housing issues and guidance on good nutrition at home. Leaders are planning more targeted work on dental health as they are aware of local trends and know what children need. Parents describe the setting as inclusive, attentive and reassuring, particularly around children's allergies and health needs. Families feel welcomed and valued, and staff feel appreciated and supported in their roles. Children develop positive attitudes to learning. They show interest, persistence and growing confidence in new situations. They feel safe because staff supervise them closely and create nurturing spaces. As a result, children flourish and are prepared for their next steps in learning and, eventually, school. Next steps Leaders should support staff to provide older children with clear and consistent guidance and expectations that strengthen their engagement and help them to develop more secure habits for success in future learning. Leader should improve the organisation of routines and transitions between activities so children are prepared for what is coming next and move calmly through the day. Leaders should take steps to reduce noise levels in nursery to help children to stay focused in their learning. 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. Clare Wilkins About this setting Unique reference number (URN): 2813445 Address: 10 Victoria Road Washington NE37 2SY Type: Childcare on non-domestic premises Registration date: 08/11/2024 Registered person: Cheeky Chimps Childcare Limited Register(s): EYR, CCR, VCR Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 17:30,Friday : 08:00 - 16:00 Local authority: Sunderland Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 5 June 2026 Children numbers Age range of children at the time of inspection 1 to 4 Total number of places 24 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. 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