URN 2769426 · Inspected 2026-05-18 · Published 2026-06-26 · Inspector: Julie Campbell
Rachaels Rascals Childcare Unique reference number (URN): 2769426 Address: 30 Willington Terrace, Wallsend, NE28 7BB Type: Childcare on non-domestic premises Registered with Ofsted: 06/02/2024 Registers: EYR, CCR, VCR Registered person: Rachael's Rascals Childcare Ltd Inspection report: 18 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. Expected standard Achievement Expected standard Children make expected progress in their learning and development. Disadvantaged children, those with special educational needs and/or disabilities (SEND) and those who face barriers to learning make their needs known. For instance, they communicate through sounds, physical objects and visual prompts. Children giggle as they play with bubbles. They develop their speaking skills as they shout 'pop' as they catch bubbles. All children, including those with SEND, make progress from their individual starting points. Children show a keen interest in being active. They run, climb and ride tricycles in the garden with increasing control. Children explore and investigate new opportunities. For instance, they investigate sensory play, place pieces of track together and build with magnetic blocks. Children develop their independence skills through everyday routines. For example, children confidently self-serve their meals, put on shoes and pour their own drinks. This helps to prepare children for their next stage in learning. Behaviour, attitudes and establishing routines Expected standard Staff are positive role models. They have high expectations of children's behaviour. This helps children to understand what is expected of them. Staff praise children explicitly. For example, they say, 'Well done for waiting your turn.' This helps children to understand why they are being praised. Children learn how to collaborate and play alongside others. Staff adapt their approach to each child's age and stage of development and their individual needs. Typically, they support children well, including those with special educational needs and/or disabilities or those who may face other barriers to learning. Staff support children to recognise and understand their emotions. Children eagerly discuss that their 'mummy makes me very happy'. Children understand daily routines and anticipate what will happen next. For example, they know when it is time to tidy up and wash hands for lunch. Children sit together and engage in conversations with their friends. They serve their own food and have respect for one another as they take turns to pass around the different dishes. These routines help promote children's independence and self-help skills. Leaders have a clear attendance policy, which they share with parents. They promote children's regular attendance through conversations with parents and monitoring attendance. Staff and leaders act swiftly regarding any non-attendance. Children's welfare and wellbeing Expected standard Leaders have created a safe, welcoming space where children typically enjoy play and learning. Children have daily access to outdoor learning, where they enjoy opportunities to be active and explore with their friends. They enjoy being physically active, spinning hoops and climbing on soft play. Parents comment positively on the warm and welcoming environment created by leaders and staff. Leaders ensure that effective care practices meet children's individual needs. Staff build warm and trusting relationships with children. They implement planned settling-in sessions, gathering a wealth of information from parents and carers. For instance, staff gather information on children's dietary requirements, allergies, weaning and sleep routines. This enables staff to know children's individual needs from the very beginning. Children are supported to manage their personal needs. They understand the importance of washing their hands before eating and can do this independently. Children eat a variety of nutritious meals. Staff teach children about eating healthily as they encourage them to try vegetables at lunchtime. They discuss the importance of a well-balanced diet. Children serve their own food and water at the table. Staff are warm and caring. They demonstrate kindness and patience and offer reassurance to help children feel safe and secure. Children feel safe and seek comfort from familiar adults when needed. Curriculum and teaching Expected standard Leaders design a curriculum that focuses on children's personal and social development and communication skills. Generally, staff understand this intent and provide activities to support these areas of learning through routines and activities throughout the day. For example, children take turns during circle time and demonstrate positive behaviour towards peers. Group activities are typically well planned and support children's learning. Staff make adaptations to their teaching. For instance, they recognise that some older children can recognise numerals beyond 5. Staff support children to count and identify numbers up to 10 and beyond. However, opportunities during spontaneous play to further develop children's next steps in development are not always maximised. For instance, staff do not consistently extend and develop children's language as they play in the role-play area. Disadvantaged children, those with special educational needs and/or disabilities and those who face barriers to learning receive personalised support that helps them to succeed. For instance, staff adapt activities and ensure the environment is inclusive for all children. Children develop a love of books. They enjoy reading alone and with their peers and listening to staff read familiar stories. Children repeat words and key phrases back to staff. Children have opportunities to extend their mathematical skills throughout the nursery. Staff count with babies as they take steps, and younger children count the cars as they play. Older children count to 10 and beyond. Inclusion Expected standard Leaders aim for the setting to be inclusive for all children. Children with special educational needs and/or disabilities (SEND) and those with barriers to learning receive effective, swift, targeted support from staff. Staff are proactive in making referrals to other professionals so that children receive support as quickly as possible. Staff work in collaboration with parents and professionals to put in place interventions to help narrow gaps in development. For instance, staff work closely with portage and occupational therapists to provide individualised support. Plans are consistently reviewed and adapted to ensure that children with SEND continue to make progress from their starting points. These are generally understood and used by staff. Children with SEND are supported through adapted approaches that reflect their individual circumstances. Strategies such as simple language, visual objects and consistent routines support children's development. Leaders think carefully about how to support children further using additional funding to enhance their learning. Funds are spent with individual children's learning requirements in mind. For example, resources to support communication are bought for those children who need additional support with language and communication skills. Leaders regularly monitor the impact that the use of additional funding is having on children's progress. Leadership and governance Expected standard Leaders are very passionate about their role and demonstrate high aspirations for the nursery. They identify strengths and some areas for development, including plans to improve the outdoor area. Leaders support staff through regular supervision meetings and some online training to help develop their skills and knowledge. However, they do not always identify specific areas for further development for each member of staff precisely. Staff do, however, feel well supported with their workload, welfare and wellbeing. Leaders liaise with schools to plan smooth transitions for children. For instance, teachers from local schools visit the nursery. They share vital information about children's needs to ensure transitions are smooth. However, for children who attend more than one setting, partnerships are not so well developed. Although some information is passed to the nursery from parents, learning information is not routinely shared with settings to ensure a consistent approach to children's learning is maintained. Leaders work closely with other professionals to ensure children with special educational needs and/or disabilities (SEND) receive the support they need. They coordinate with occupational therapists, portage, the local authority and health visitors to ensure that strategies are implemented consistently. This helps children with SEND to make progress. Parents comment positively about the nursery and how supportive the staff team is to them. 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 calm, home-from-home setting where they are greeted warmly by staff who know them well. Children demonstrate that they feel safe, secure and valued. They show a clear sense of belonging and comfort as they move independently into familiar routines. Children choose from a wide range of equipment and resources that excite, inspire and challenge them in their learning. Older children demonstrate an understanding that words carry meaning as they engage in role play. For example, when pretending to be doctors, they carefully listen to their friends and take their temperatures with a 'thermometer'. Children develop independence. They wash their hands and serve themselves at mealtimes. Children make choices about their play. This supports their growing confidence and self-care skills. Children with special educational needs and/or disabilities and those who face barriers to their learning join activities alongside their peers. Staff make thoughtful adaptations and adjustments to support children. They manage children's individual needs with care and sensitivity. Staff work closely with parents, carers and other professionals to support children's progress. This promotes inclusion and helps children to feel a sense of belonging. Staff who work with babies provide warm and caring interactions. They sit alongside children, encouraging them to explore sensory toys and repeating back when babies babble. Where babies are unsettled, staff maintain eye contact, smile and speak softly, helping babies to feel secure and reassured. Children have formed close relationships with staff. They come together to sit down and listen to their favourite stories. Children listen and eagerly name the emotions they recognise during familiar stories. They talk about their feelings and describe what makes them feel happy or sad. Children patiently wait and take turns to choose their favourite songs. They sing and are enthusiastic as they join in the Inspector: Julie Campbell About this setting Unique reference number (URN): 2769426 Address: 30 Willington Terrace Wallsend NE28 7BB Type: Childcare on non-domestic premises Registration date: 06/02/2024 Registered person: Rachael's Rascals Childcare Ltd actions to the songs. For example, they place their hands on their hips as they sing 'Miss Polly'. Next steps Leaders should strengthen the monitoring of staff's practice to identify where support and training is needed, so that all children benefit from consistently high-quality teaching. Leaders should help staff to promote children's individual next steps in learning even further, particularly during spontaneous play. Leaders should strengthen partnerships with other providers to support greater continuity and consistency in children's learning. About this inspection The inspector spoke with leaders, the special educational needs coordinator, 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. Register(s): EYR, CCR, VCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30 Local authority: North Tyneside Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 18 May 2026 Children numbers Age range of children at the time of inspection 0 to 4 Total number of places 36 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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