Mini Merrys Private Nursery- Seaton Delaval

Mini Merrys Private Nursery- Seaton Delaval
Unique reference number (URN): 2769352
Address: 41-43 Avenue Road, Seaton Delaval, Whitley Bay, NE25 0DT
Type: Childcare on non-domestic premises
Registered with Ofsted: 01/03/2024
Registers: EYR
Registered person: Mini Merrys SD LTD
Inspection report: 28 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, including those who are disadvantaged or face barriers to their learning, make
rapid progress from their starting points. They settle happily and are eager to take part in
activities. Staff help children to remember routines. From an early age, they learn when it is
time to wash their hands before lunch, and they know that they sit at the table. Older
children happily help to clean and tidy after lunch. Children have plenty of time in the well-
planned outdoor area. They learn to climb safely and explore how plants grow.
Children are consistently engaged in learning across the setting. They count with
enthusiasm and match the number of items to written numbers. Children enjoy learning
about topics such as caterpillars. Their enthusiasm leads them to request activities they
have done previously, such as symmetrical painting to show butterfly wings.
Children are prepared well to move on to school. They gain important skills, such as putting
on their own coats and being self-sufficient in the bathroom. They start to become familiar
with letter sounds as they identify the first letter in their name.
Behaviour, attitudes and establishing routines Strong standard
Staff demonstrate a highly caring and respectful attitude towards children. They model
appropriate behaviour and give children consistent reminders about sharing resources. Staff
are passionate about helping children understand how to manage their own feelings. They
provide quiet areas that children can withdraw to. Different-coloured mirrors help children
relate their expressions to how they feel. Staff help children consider what they could do
differently through discussions, stories and the use of props. They ensure that the strategies
they use meet the needs of children at different stages of development.
Staff develop warm, close relationships with children. In turn, children thrive in this friendly,
homely environment. They are eager to join in with activities from a young age and choose
what they want to be involved in. Routines are embedded. Children aged over 2 years know
when to help tidy up so that they can join together to sing familiar rhymes. These routines
help children to feel settled and to know what to expect next.
The provider encourages parents to bring their children regularly and to arrive on time. This
supports all children, including those who are disadvantaged and those with special
educational needs and/or disabilities, to attend consistently and stay engaged in their
learning.
Children's welfare and wellbeing Strong standard
Children's welfare and wellbeing are a strong focus for staff. This begins with settling-in
visits for new children, where staff gather information about each child's needs from parents
and start to build relationships. New starters settle quickly. Transitions within the setting are
handled sensitively, helping children to move happily to the next room or onto school.

Children with special educational needs and/or disabilities thrive, as staff adapt routines and
activities to meet their individual needs.
The provider promotes healthy eating. Freshly prepared meals and nutritious snacks are
provided, based on expert health advice, to support children's health and safety. Children's
independence is encouraged. As soon as they are able, children drink from an open-top
cup. 'Handy helpers' assist the provider with clearing up after meals. Staff offer lots of praise
and encouragement, which supports children to do their best. Routines, such as sleep time,
are flexible for children under the age of 2. Staff ensure they are safe through consistent
monitoring.
Staff support children to recognise and manage their emotions effectively. Children can
withdraw to quiet areas, talk to staff and look at books that help them learn what to do.
Physical development is promoted throughout the setting. Indoors, resources help babies
learn to pull themselves up and begin to walk. Outdoors, children enjoy learning to run,
climb and slide safely.
Curriculum and teaching Strong standard
The provider has designed a curriculum that carefully builds on what children know and can
do. Children have time to consolidate their learning before moving on. Staff are very
knowledgeable about their key children and other children in the setting. Planning is concise
for next steps, and all staff smoothly incorporate them readily into activities. Staff regularly
review children's development using their secure understanding of child development. This
is especially important for those with developmental delays. Prompt adaptations for
children's learning are made where needed. Children are eager to learn and are deeply
engaged.
Staff create many opportunities for children to develop a deep love of books. Babies happily
sit with staff and look at and talk about the pictures. Older children are confident and
enthusiastic. They retell familiar stories using the pictures, such as in 'The Hungry
Caterpillar'. They excitedly join in with singing familiar rhymes. Staff and children share
warm, high-quality interactions. Staff model language well, repeating words to show correct
pronunciation.
Staff have thought deeply about how they can support children's physical development, both
indoors and outdoors. They encourage babies to practise pulling themselves up to standing
as they look at themselves in a mirror, to climb safely and to build strength. Older children
develop coordination and control as they take part in climbing outdoors.
Inclusion Strong standard
The provider and staff have consistently high expectations of all children and demonstrate a
committed approach to ensuring every child thrives. Staff are keen to identify children's
starting points, with the input of parents, as soon as they start at the setting. They ensure
that those with special educational needs and/or disabilities and those with barriers to their
learning receive tailored support. Referrals are made promptly to seek help and advice from
other professionals. Meetings are held with parents and other professionals so that detailed

support plans can be put in place. This supports children to make the progress they are
capable of.
The provider and staff rigorously monitor the progress that children make in their
development. They continually review how each child is supported. For example, space has
been made available for children to withdraw to should they have difficulty managing their
emotional responses. Children make excellent progress through receiving this high-quality
and consistent approach. Staff use funding effectively to support children. For example, they
take account of children's backgrounds, interests and activities that they may not be able to
access. Children have shown an interest in bugs and insects, so they take them for walks in
the local environment. They invite organisations in so that children can meet these different
creatures.
Leadership and governance Strong standard
The provider and management team are highly enthusiastic. They have a clear
understanding of what works well in their setting and continually self-evaluate to identify
areas for improvement. They seek parents' views and observe how children use the setting
to see what adjustments are needed. They regularly set themselves targets for
improvement. The provision for children with special educational needs and/or disabilities is
excellent. The provider and staff offer tailored support that meets each child's individual
needs.
The provider is committed to staff training, which is a priority when new staff start. Courses,
such as the benefits of being outdoors, have helped them review how this works in their
setting. Children have been able to improve their physical skills through climbing, to engage
with their friends when they play in the mud kitchen and to develop better emotional
resilience. The provider and management team focus on staff performance to ensure that
they offer high-quality care. They frequently work alongside staff and observe their practice.
Staff receive regular supervision and opportunities to reflect. This supports them in
strengthening their knowledge and confidence. Staff wellbeing is also supported so that they
can be at their best when caring for children.
The provider and staff have strong partnerships with parents. Parents are invited to attend
stay-and-play sessions, so they can see what happens while their children are there. A wide
variety of information about children's progress is shared with them. This is either face to
face, through the online application used by the setting or at parents' evenings, where they
can meet other families. Parents feel that staff are caring, compassionate and
approachable, and that they will work with them if they have any concerns about their child.

What it's like to be a child at this setting
Children develop strong, trusting relationships with staff. Staff create a highly supportive
environment where children are safe, secure and respected. Children are warmly welcomed
into the setting. All staff know the children very well and have a sound understanding of their
backgrounds, families and individual experiences. From a young age, children are confident
and happy to explore their playrooms and resources. Regardless of their ability, staff support
them to be fully involved.
Children benefit from an inclusive environment. Any delays or gaps in children's
development are swiftly identified and addressed by staff. Learning plans are in place to
help children reach their full potential, such as to help children manage their own emotions.
Staff work with other professionals to support the development of children with special
educational needs and/or disabilities. This ensures that all children make excellent progress
in their development.
Children learn across a broad curriculum that builds on what they already know and can do.
For example, children under 2 years old develop their fine motor skills as they thread dried
spaghetti into the holes of colanders. This forms part of the preparation in developing their
muscles to learn to write as they get older. Older children take great delight in recognising
pictures, counting items and finding the number card that matches the quantity they have
counted. This supports the development of problem-solving skills.
Children learn how to share resources, and staff support them with empathy and
consistency. They develop an understanding as staff give sensitive reminders. Children can
withdraw to quiet areas, which helps them to calm down. They learn to take care of each
other and to show care and consideration. When children first start at the setting, the
provider supports parents to understand the importance of regular attendance and what to
do if their child is unable to attend.
Next steps
The provider should ensure continued improvement in the setting's successful work to
remove barriers for children who need help, to realise a transformational impact on all
children's achievement and wellbeing.
About this inspection
The inspector spoke with the provider, 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

Inspector:
Lynne Pope
About this setting
Unique reference number (URN): 2769352
Address:
41-43 Avenue Road
Seaton Delaval
Whitley Bay
NE25 0DT
Type: Childcare on non-domestic premises
Registration date: 01/03/2024
Registered person: Mini Merrys SD LTD
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Northumberland
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 28 May 2026
Children numbers
Age range of children at the time of inspection
0 to 4
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.

Total number of places
28
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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