Adorable Nurseries

Adorable Nurseries
Unique reference number (URN): EY492578
Address: Milton Keynes Primary Care Trust, 15 17, London Road, Milton Keynes, MK11 1JA
Type: Childcare on non-domestic premises
Registered with Ofsted: 14/09/2015
Registers: EYR, CCR, VCR
Registered person: Adorable Nurseries Limited
Inspection report: 12 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 are settled, confident and secure in the nursery. They settle quickly and appear
happy and content. Babies move with increasing coordination as they climb and pull
themselves up on equipment. Older children sustain focus at activities and demonstrate
curiosity in their learning. Children develop into confident communicators who express
themselves clearly and fluently. They talk to each other and staff with increasing fluency.
Those who speak English as an additional language quickly recognise the distinction
between their home language and English, enabling them to become competent speakers of
both. Children with special educational needs and/or disabilities make significant and well-
targeted progress from their individual starting points. Any gaps in their learning are starting
to close. Across the nursery, children are developing important life skills that prepare them
well for the next stage in their education. They get along well together, are becoming
independent and show positive attitudes towards learning.
Behaviour, attitudes and establishing routines Expected standard
Staff provide effective support for children's behaviour. They use consistent,
developmentally appropriate strategies that help children to understand expectations and
manage their own behaviour positively. For example, when choosing songs to sing, children
take turns to roll a large dice that displays different nursery rhymes. This promotes fairness
and ensures that all children have an equal opportunity to choose a song. Staff are positive
role models who interact warmly with children. As children become older, they start to
understand expectations and follow rules themselves, particularly when playing group
games or on climbing equipment outdoors. This helps them to keep themselves safe.
Staff skilfully teach children to wait calmly. At mealtimes, children use 'fiddle boards',
stretching plastic strings over pegs while they wait for their pudding. These activities keep
children engaged and support their developing concentration. Leaders understand the
importance of regular attendance in supporting children's progress and promote this
effectively with families, helping children to benefit fully from the learning on offer.
Children's welfare and wellbeing Expected standard
Leaders are developing routines in the baby room to ensure that children's need for
consistent engagement and support is met. After snack time, some children are left waiting
for staff's direction. At these times, teaching is not highly effective as children are eager to
play outdoors and this distracts them and their desire to engage. Previously, frequent
changes in staffing disrupted the relationships that children formed with their key person.
However, the recent improvement in the stability of a consistent staff team is having a
significant, positive impact on children's wellbeing. Children are now building secure
attachments with their key person, and parents know who their child's key person is. Staff
promote children's independence effectively. Very young children are beginning to develop
confidence in using the bathroom independently. Older children recognise and respond to

their personal needs well, such as helping themselves during mealtimes and dressing
appropriately for outdoor play.
Children with special educational needs and/or disabilities make good progress because
assessment, planning and tailored support begins promptly. Staff have a clear
understanding of the physical and emotional challenges that some children face and take
swift steps to support them. For example, they adapt the environment to ensure that children
can move around freely and provide daily opportunities to support their emotional wellbeing.
Children benefit from healthy, well-balanced meals and can access fresh drinking water
throughout the day. Babies and young children are sensitively encouraged to sleep and rest
when they need to. This ensures that they wake refreshed, ready to engage in further
learning and play.
Curriculum and teaching Expected standard
The nursery has developed a broad and well-organised curriculum that is logically
sequenced to reflect children's ages and stages of development. This supports children to
build effectively on what they already know and can do. This promotes their growing
confidence, capability and independence. However, staff do not always implement the
curriculum consistently. At times, activities become over complicated, with too many
intended learning outcomes. As a result, children do not always benefit fully from staff's
teaching. Leaders are currently reviewing the curriculum and supporting staff with its
implementation to understand how effective it is.
Across the nursery, staff promote babies' and children's communication and language skills
effectively. They routinely sing songs, read stories and encourage conversations. Children
who speak English as an additional language make particularly steady progress because
staff have the necessary expertise to support their emerging language skills. Children with
special educational needs and/or disabilities receive targeted intervention that helps to
promote their development well.
The curriculum for physical development is a strength of the nursery. Staff offer a range of
opportunities for children to be physically active, which supports their strength, balance and
coordination. Children gain confidence in exploring what their bodies can do. Staff introduce
children to early mathematical concepts, including counting, sorting and recognising
numbers. Planned activities help children to begin to use these skills with increasing
confidence. Staff have a secure understanding of children's interests and use this
knowledge to shape engaging learning experiences. For example, when children show an
interest in 'spies', staff create a string 'laser beam' assault course. Children eagerly climb
under and over the string. They successfully use their developing body awareness and
physical control as they move through the course.
Inclusion Expected standard
Staff accurately assess children's development and recognise if this does not meet expected
patterns. When this is the case, staff take steps to observe children and develop plans of
support. They liaise with parents and professionals to ensure that there is a common focus,
and children's next steps are known and understood by all. Staff recognise when children

might experience barriers that affect their ability to take part in and enjoy activities. With this
in mind, they have used funding with good effect to encourage children to sustain their
attention, and this has had a positive impact on children's behaviour. For example, staff
have purchased toys that encourage children to keep their hands busy and distract them
during times when they need to wait. This has a calming effect on them and they tolerate
waiting much better. Because of this, children are able to join in and play sociably with
others, which promotes their sense of belonging at the nursery.
Leadership and governance Expected standard
Leaders are committed and highly motivated. They review all aspects of the nursery with
rigour and demonstrate a clear willingness to implement improvements. Their ability to
identify where practice needs to be strengthened has enabled them to address weaker
areas effectively, to promote children's sense of security. Although staff are still developing
their understanding of how to embed the newly introduced curriculum, they benefit from
purposeful support and guidance from leaders to enhance their practice. Staff enjoy their
work, and experience wellbeing support from leaders. Staff build positive and professional
relationships with parents. They share meaningful information about children's learning and
invite parents into the setting for special events, such as Valentine's Day and Christmas
activities. These opportunities help to foster strong partnerships that contribute positively to
children's progress.
Staff receive effective supervision and support that help them to understand their strengths
and areas for development. They engage in relevant professional development and training
to further enhance their existing skills. Staff are proactive in identifying any developmental
delays. They take swift action to ensure that teaching is responsive and well matched to
children's needs. For example, they understand what might contribute to children's strong
emotions and take decisive action to redirect their attention. By working in partnership with
external professionals, staff ensure that individual support plans are tailored and specific to
each child's requirements.
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 motivated in their learning and, overall, the curriculum meets their individual
needs well. Children with special educational needs and/or disabilities receive the support
they need to make sustained progress. Children benefit from regular outings in the local
community. They enjoy visits to the local library and nearby farmer's market. These
experiences extend their learning beyond the nursery environment and broaden their
awareness of the wider world around them. For example, children can explore a wider range
of books in the library, and gain an early understanding of the the different foods and
produce on sale at the market. These opportunities help children to gain a sense of
belonging and understanding about their local community. It helps to bring their learning to
life in meaningful ways.
Babies and toddlers have freedom to be active and climb. This strengthens their large
muscles. Older children confidently manage appropriate levels of risk when they take part in
activities that test their physical skills, such as hanging upside down on balance beams and
climbing on apparatus. These experiences positively contribute to the children's developing
strength, coordination and awareness of how to keep themselves safe.
Children across all age groups develop into confident communicators. Support for children
who learn English as additional language is especially effective. Staff use simple sign
language with babies and provide rich opportunities for older children to retell stories and
express their ideas in imaginative ways. Children behave very well. There are clear
expectations and 'golden rules'. Staff regularly praise children. They use positive
reinforcement so that children know exactly what they did well. Staff award stickers, which
boost children's self-esteem and they proudly display their sticker of achievement. Children
get along well with each other and are learning how to share equipment. They patiently wait

Inspector:
Hayley Marshall-Gowen
About this setting
Unique reference number (URN): EY492578
Address:
Milton Keynes Primary Care Trust
15 17, London Road
Milton Keynes
MK11 1JA
Type: Childcare on non-domestic premises
Registration date: 14/09/2015
Registered person: Adorable Nurseries Limited
for their turn at mealtimes and actively show their developing self-control. Leaders ensure
that the environment reflects the children who attend. They see themselves represented in
books, displays and resources. This supports their understanding of what makes them
unique and promotes their respect and awareness of others.
Next steps
Leaders should secure staff knowledge of the newly developed curriculum so they are
confident in implementing it and children consistently benefit from intended learning.
Leaders should review the routine for babies, making adaptations to ensure that their
needs are met consistently.
About this inspection
The inspector spoke with the manager, deputy manager, staff, 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.

Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30
Local authority: Milton Keynes
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 12 February 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
74
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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