The Early Years Academy Ibstock

The Early Years Academy Ibstock
Unique reference number (URN): 2771383
Address: 5-7 High Street, Ibstock, LE67 6LG
Type: Childcare on non-domestic premises
Registered with Ofsted: 22/01/2024
Registers: EYR, CCR, VCR
Registered person: The Early Years Academy Loughborough Limited
Inspection report: 12 May 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.

Strong standard
Achievement Strong standard
Children make consistent and clear progress across all areas of learning. They build on
what they know and can do, demonstrating rapid progress in communication, fine motor
control, sensory exploration and early independence. Children show growing confidence as
they express their ideas, use new vocabulary and engage in rich, purposeful play.
Children are highly focused and motivated. They think deeply, explore problems with
increasing independence and use a clear narrative in their play to organise their thoughts.
As a result, children play well together, cooperate during shared activities and show
confidence in self-help skills. Additional funding enriches their experiences further. Children
immerse themselves in exciting sensory dinosaur lands, explore story sacks and use
resources that help them understand and regulate their emotions. These opportunities
ensure disadvantaged children achieve well from their starting points and access rich,
meaningful learning.
Children with special educational needs and/or disabilities make clear progress because
their needs are identified early and barriers are reduced quickly. Children respond well to
visuals, repetition and gentle guidance, showing increasing confidence as they follow
routines, anticipate what will happen next and access learning that is right for them. Regular
assessments ensure children continue to make consistent progress through carefully
sequenced experiences. Children transition confidently between rooms and are very well
prepared for school, showing kindness, independence and confidence in all aspects of
nursery life.
Behaviour, attitudes and establishing routines Strong standard
Leaders provide strategic, highly effective leadership of behaviour, attitudes and routines.
They create a warm, safe and welcoming environment, where expectations are clear,
consistent and understood by all staff. Attendance is excellent. Leaders and staff follow
robust procedures to monitor any absence through daily checks, swift follow up and clear
communication with families. This ensures children's wellbeing is prioritised and any
emerging concerns are addressed quickly, minimising the impact on children's learning.
Positive relationships are a significant strength. Strong attachments underpin children's
emotional security, and staff model calm, respectful interactions. Children behave well, show
kindness and respond confidently to staff guidance. When children occasionally struggle,
practitioners intervene sensitively, supporting them to regulate and re-join play.
Children demonstrate highly positive attitudes to learning. They listen during group times,
move calmly between activities and wait patiently at mealtimes. Staff teach emotional
vocabulary, kindness and turn-taking, helping children develop strong self-regulation skills.
Babies benefit from predictable, nurturing routines that support engagement and emotional
regulation.

Approaches to behaviour are inclusive and responsive. Staff adapt strategies for children
with special educational needs and/or disabilities, using visuals, emotional coaching and
consistent routines. Behaviour management training ensures a unified approach across the
team. Children show resilience, confidence and independence, and are very well prepared
for the next stage of learning.
Children's welfare and wellbeing Strong standard
Leaders provide highly effective strategic leadership of children's welfare and wellbeing.
They place emotional security, belonging and care at the centre of the setting's work,
ensuring a calm, nurturing and emotionally attuned environment. Staff feel well supported by
leaders, which contributes to the consistently warm, responsive practice seen across the
nursery.
Children demonstrate that they feel settled, safe and secure. They form strong attachments
with their key person, confidently seeking comfort, reassurance and interaction. Babies
benefit from sensitive responses to their cues, including cuddles, eye contact and soothing
voices. Children show they feel loved, valued and emotionally supported.
Wellbeing is developed through sensory experiences, sound baths, yoga, emotional literacy
work and peaceful spaces that promote regulation. Children build positive relationships,
develop independence and confidently manage their own needs, such as handwashing,
toileting and preparing snacks.
Approaches to wellbeing are inclusive and responsive. Staff work closely with families, using
family books, self portraits and stay-and-play sessions to strengthen belonging. Leaders
promptly identify children who may need additional support, including children with special
educational needs and/or disabilities, and follow targeted plans with parents and
professionals. Transitions are well structured, helping children feel secure and confident as
they move through the setting.
Curriculum and teaching Strong standard
Children benefit from an ambitious, well-sequenced curriculum that leaders have designed
with a clear understanding of what they want children to learn and why. Children experience
a curriculum that builds communication, emotional literacy, cultural awareness,
independence and early mathematics through carefully planned, meaningful experiences.
Children move smoothly through the setting because the curriculum is coherently structured
from babies to pre-school, with a strong focus on preparing them for their next steps.
Children enjoy rich, purposeful activities linked to core books, sensory exploration and real
life experiences. Children snuggle into cosy spaces to share stories, mix potions inspired by
'The Gruffalo' and explore natural materials that strengthen fine and gross motor skills.
Children develop strong coordination through climbing, running, trikes, tools, pipettes and
cutlery practice, all sequenced to build physical readiness for writing and self care.
Children make strong progress because teaching is consistently high quality. Staff model
vocabulary, repeat language, narrate play and engage children in turn-taking conversations
that deepen understanding. Children benefit from calm, gentle interactions that create

emotionally secure learning environments. Staff use a 6-week review cycle and a 'stop,
pause, reflect' approach to adapt teaching responsively. Children with special educational
needs and/or disabilities, and those facing barriers to learning, receive targeted support
through visuals, objects of reference and personalised plans. Funding is used effectively to
provide appropriate resources that help children access learning with confidence.
Children thrive because teaching is purposeful, responsive and rooted in deep knowledge of
child development.
Inclusion Strong standard
Children experience a highly inclusive environment, where their individual needs are
identified early and met with care, precision and warmth. Children benefit from staff, who
know them deeply and use observations, baseline assessments and ongoing discussions
with families to understand their starting points and any emerging barriers.
Children with special educational needs and/or disabilities are supported through a clear
graduated approach. Staff and leaders work closely together alongside external agencies
and parents. This ensures that needs are accurately assessed and addressed. Staff use
visuals, objects of reference, clear routines and personalised targeted plans to help children
understand what is happening next, feel settled and confidently access learning that is right
for them
Children who are disadvantaged or known to social care receive personalised support that
reduces barriers to their wellbeing and development. Staff adapt routines sensitively, such
as adjusting mealtime expectations, providing bereavement resources or supporting toilet
training and sustained attention. Children who speak English as an additional language are
supported through early targeted plans, dual language strategies and close partnership with
families.
Children are fully included in all aspects of the setting. Their interests shape planning,
transitions are carefully supported and staff ensure every child feels valued, represented
and able to participate. As a result, children make sustained and meaningful progress from
their starting points and thrive within a nurturing, responsive environment.
Leadership and governance Strong standard
Leadership is well established and embedded across the setting, creating ambitious
expectations for all children and staff. Leaders have a precise understanding of the setting's
strengths and take swift, well-judged action to improve practice. Leaders have developed a
culture of research-informed practice, enabling staff to confidently discuss theory, pedagogy
and curriculum decisions with inspectors. This includes innovative work that promotes free
art, open-ended expression and schema-based learning, supporting children to explore
ideas creatively and follow their own interests.
Leaders promote a culture of continual improvement. They use a 6-six week 'stop, pause
and reflect' cycle to review what is working well and what needs to develop. Staff receive
high-quality training in safeguarding, supporting children with special educational needs
and/or disabilities, emotional wellbeing and sensory-based approaches. Staff feel valued

and supported through supervision, induction, coaching and the Wellbeing Academy, which
offers emotional support, wellbeing walks, vouchers and regular check ins. This contributes
to a stable and highly motivated workforce.
Leadership of behaviour, attitudes and routines is consistent and inclusive. Leaders ensure
clear expectations and responsive approaches for children with special educational needs
and/or disabilities. Partnerships with families are strengthened through practical support,
community links and well planned engagement events.
Day-to-day leadership is well organised, with clear systems that ensure the setting runs
smoothly. Recruitment is rigorous, safeguarding is well led and processes for attendance,
medication, food safety and emergency planning are applied reliably. Leaders communicate
clearly, manage complaints transparently and ensure the setting remains safe, nurturing and
governed to a consistently high standard.
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 happy and eager to explore. They settle quickly into the calm and homely
spaces, such as cosy book corners and softly lit nooks with comfortable rugs. These areas
help children to feel safe and secure. Children confidently manage their own routines,
showing growing independence as they hang up their belongings and choose where to play.
They move freely between rich sensory activities available, including treasure baskets, light
trays and textured exploration zones.
Children enjoy learning because activities are thoughtfully designed around their interests,
with open-ended art and play. Children are provided with calming sensory experiences, such
as play dough with natural materials, water play with fruit slices and gentle sound prompts
that spark curiosity and creativity. Children develop strong communication skills as staff
model vocabulary, sing, narrate play and engage in early turn-taking. These interactions
help even the youngest children build language and understanding.
Children form warm, trusting attachments with staff and often run into their key-person's
arms, showing deep emotional security. Children learn alongside their peers in an inclusive
environment, where every child is valued, represented and celebrated. Children see their
cultures reflected through textiles, displays and celebrations, such as 'Child Artist of the
Month', helping them feel they belong. Families are welcomed warmly, and their
contributions are valued through shared learning, conversations and regular updates.
Children thrive because behaviour expectations are calm, consistent and rooted in positive
relationships. Children feel safe to explore. They are supported through thoughtfully
designed spaces, such as clear pathways, low-level shelving and well organised zones. The
well-established and attentive staff oversight ensures children are always supported
sensitively. Children show kindness, share resources and develop positive social skills as
they play together. Children confidently take part in yoga sessions, placing their mats on the
floor and copying poses, such as lion and downward dog. Through simple breathing

Inspector:
Ali Lancaster
About this setting
Unique reference number (URN): 2771383
Address:
5-7 High Street
Ibstock
LE67 6LG
Type: Childcare on non-domestic premises
Registration date: 22/01/2024
techniques, they learn to understand their bodies and manage their emotions. In addition,
they experience sound bath audio, coloured scarves, low lighting and relaxing music that
create a soothing atmosphere and support emotional regulation.
Children are well prepared for their next steps because staff know them deeply and reduce
barriers to learning through responsive teaching and purposeful routines. Children's
uniqueness is recognised and nurtured, enabling them to flourish, achieve well and
experience a genuine sense of belonging in the setting.
Next steps
Leaders should ensure continued improvement in the setting's successful work to embed
consistently high-quality, research-informed practice across all rooms to realise a
transformational impact on all children's achievement and wellbeing.
About this inspection
The inspector spoke with leaders, practitioners, the special educational needs coordinator,
wellbeing officer, children and parents 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.

Registered person: The Early Years Academy Loughborough Limited
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Leicestershire
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 12 May 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
96
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.
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