URN 2801580 · Inspected 2026-05-20 · Published 2026-08-07 · Inspector: Michelle Lorains
Early Miles Nursery Unique reference number (URN): 2801580 Address: Ragworth Neighbourhood Centre, St. Johns Way, Ragworth, Stockton-on-tees, TS19 0FB Type: Childcare on non-domestic premises Registered with Ofsted: 24/09/2024 Registers: EYR, CCR, VCR Registered person: MR&RG Limited Inspection report: 20 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. Needs attention Achievement Needs attention Children do not all make effective progress across every area of their learning. Some children have made minimal progress in specific areas of their development, such as their communication and language, and gaps in their learning are not closing. Some children are not well prepared to start school. For instance, they do not consistently engage in learning experiences or develop their listening skills due to a lack of support from staff. Children show some interest in using resources and join in with activities prepared by staff. However, staff do not stay with children to support or extend their learning, and as a result, children do not develop their concentration skills. In contrast, some children use language effectively to communicate with staff and peers. They show excitement to learn and begin to develop their vocabulary. Children develop some of the skills they need for the future, such as learning how to take turns and join in with small-group activities. On occasion, children sit with staff and listen as they read to them. Babies develop their physical skills as staff help them to build blocks and walk around the nursery. Behaviour, attitudes and establishing routines Needs attention Children are not consistently supported to understand or maintain positive behaviour. Staff struggle to help them follow the routines of the day, such as at tidying up and snack times. For example, while children are exploring activities, staff shout 'empty hands' to indicate it is time to tidy up and move on to another part of the daily routine. Some children do not understand, and others do not respond, or they run away with what they are playing with. Staff respond by repeating the shouted phrase louder several times more. This noise level is upsetting for some children with special educational needs and/or disabilities, and they show discomfort. Children's snack and mealtimes are not social, positive experiences. For instance, some children take food from their peers, which causes distress. Outdoors, there is a contrast in practice, and staff encourage children to take turns on equipment and work together. Children are regular attenders and benefit in some ways from being with the staff team. Staff are good role models. For example, they speak kindly to children. Children learn that their behaviour has an impact on other children, and on their own learning experiences, and staff swiftly support them to consider this. Children know that it is important to 'make their friends feel better', and staff support them to offer an apology. Children's welfare and wellbeing Needs attention Leaders do not consistently implement the policies and procedures in the nursery to promote children's welfare and wellbeing. For example, staff leave children at the table without appropriate supervision. Children then wander around the room while they are still eating, creating a risk of choking, and it is leaders who direct them back to their seat. Children's emotional wellbeing is not prioritised well enough. For instance, children with special educational needs and/or disabilities, and those with gaps in their learning, become upset occasionally, and staff are unsure of how to support them appropriately to regulate their emotions. Children do have strong bonds with leaders and staff. Families say their children benefit from the nursery being a small, welcoming environment, and their children talk about staff positively at home. Children are better supported to make progress in their independence and self-care skills. They are encouraged to eat a healthy diet and have access to fresh air outdoors every day. Children access their drinks throughout the day and show enjoyment as they brush their teeth independently. This helps children to build healthy habits for the future. Curriculum and teaching Needs attention Leaders and staff do not provide a planned, purposeful curriculum for children. They identify a need to focus on supporting children's communication and language development, but staff's teaching does not reflect this. Children with special educational needs and/or disabilities (SEND) do not benefit from a tailored approach. For instance, staff use complex sentences and instructions for all children, including those who are under 2 years old and with SEND. Leaders do not have a clear oversight of the effectiveness of the curriculum or the impact it has on children's progress. There are times when children show enthusiasm to learn but staff miss these cues and fail to deeply engage with the children. For example, children show interest in dinosaurs and staff ask them if they would like to draw them. Children are left with the dinosaurs, paper and pencils, and staff move on to supervise others. This results in children leaving activities before any learning has taken place. Children make good progress in their physical development, specifically in their self-care skills. This helps them to develop independence before they start school. Children learn to use the toilet and wash their hands. They demonstrate physical skill indoors and outdoors as they use climbing frames and balancing resources. Children show pride and enjoyment as they repeat number names and jump along boxes to the end. Children benefit from the use of a lending library, and staff encourage families to take books home. Inclusion Needs attention Leaders and staff do not complete progress checks for all children who are aged between 2 and 3 years old. This means that for some children, staff's teaching does not meet their individual needs. Although leaders work in partnership with other professionals involved with children and can identify areas where they need further support, this has little impact on children's progress. For example, children with special educational needs and/or disabilities have targeted plans in place to support their development. However, leaders do not support staff to implement these, as they remain in children's records, so they are ineffective. Children benefit from regularly attending the nursery. This helps them to become familiar with routines, and families regularly share information about changes in their circumstances. Leaders respond to their emerging needs and, for example, change session times, providing flexibility to help all children access their education. Children live in a diverse community, and leaders ensure this is reflected and celebrated in the nursery. For example, children who speak other languages are supported to settle in, as staff gather key words that children will recognise from home. Leadership and governance Needs attention Leaders do not have a clear oversight of the nursery's areas for development. Although they are in the nursery every day, and work alongside staff and children, they have not created a clear plan to drive improvements forward since the last inspection. This has led to further breaches of the early years foundation stage and has an impact on children's learning and welfare. For example, leaders have started to develop the curriculum, but this is not embedded and assessments of children's progress are incomplete. Leaders provide staff with regular supervision across the year. They consider how they can promote their individual wellbeing and provide some professional development opportunities to help them stay up to date with changes. Newer staff receive a clear induction and recall safeguarding procedures confidently. However, staff have not had sufficient training, development and support to ensure their teaching consistently meets children's individual needs. In addition, leaders do not help staff to implement planned strategies received from other professionals who work with the children, to ensure children with special educational needs and/or disabilities are supported effectively In contrast, leaders have started to work with the local authority and have enhanced the outdoor area. Parents comment positively about the changes made, and children show enjoyment when they play outside. Leaders establish relationships with families and other professionals involved with children, including the teachers in the local schools. This helps to promote effective communication for children and supports smooth transitions when children move on from nursery. Compulsory Childcare Register requirements This setting has not 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 not 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 not supported effectively by leaders and staff to build solid foundations for future learning. This includes children with special educational needs and/or disabilities. For example, children who need further support to develop their communication skills do not hear enough language during their play. Most children move between activities, which are supervised by staff, but they do not deeply engage in learning, and overall the experiences lack purpose. However, some children show enthusiasm and are eager to interact with others. Children develop close relationships with staff and come into the nursery happily. They show confidence as they move between the indoor and outdoor environments and play independently. Although children demonstrate they feel safe and secure in the nursery with staff, there are breaches of the early years foundation stage (EYFS) requirements that compromise children's safety. For instance, staff leave children at the table while they are still eating and, on occasion, children wander off taking their food with them. Children begin to develop some of the skills they need to start school, such as using the toilet and washing their hands. However, staff do not consistently support them to develop their personal, social and emotional skills. On occasion, children are not supported to understand behavioural expectations, and this disrupts learning activities, such as circle time. Children's current stages of development are not always known to leaders, and staff assessments of their progress are not completed, as required in the EYFS, when they are aged between 2 and 3 years. This has a detrimental impact on staff's ability to adapt their teaching. Leaders and staff communicate with parents regularly and promote good attendance. Parents say they feel the communication provided is a strength in the nursery, and they feel welcomed and valued here. Next steps To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date: Action Completion Date ensure children are always within sight and hearing of a member of staff while eating 27/05/2026 develop and implement a purposeful curriculum that promotes children's communication and language development, to effectively support children to develop a strong foundation for future learning 26/06/2026 ensure staff use effective teaching to respond to children's individual, emerging learning needs, to help them enjoy their learning and make good progress 26/06/2026 ensure that staff complete a progress check for all children aged between 2 and 3 years old, specifically to highlight areas of potential delay in their learning, and provide an accurate overview of their development to parents and other agencies if a referral is appropriate 26/06/2026 implement a clear, targeted plan, which includes appropriate professional development opportunities for staff, in order to raise the standards for children who attend 08/06/2026 provide specific support and training for staff to help them manage children's behaviour consistently and appropriately 08/06/2026 put in place effective arrangements to support children with special educational needs and/or disabilities and ensure that strategies from other professionals are implemented consistently in order for all children to achieve their full potential 08/06/2026 Inspector: Michelle Lorains About this setting Unique reference number (URN): 2801580 Address: Ragworth Neighbourhood Centre St. Johns Way Ragworth, Stockton-on-tees TS19 0FB Type: Childcare on non-domestic premises Registration date: 24/09/2024 Registered person: MR&RG Limited Register(s): EYR, CCR, VCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00 Local authority: Stockton-on-Tees Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 20 May 2026 Children numbers About this inspection The inspector spoke with leaders, practitioners, the special educational needs coordinator and the designated safeguarding leader 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. Age range of children at the time of inspection 1 to 4 Total number of places 29 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. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk. This publication is available at https://reports.ofsted.gov.uk. Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn. Piccadilly Gate Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted © Crown copyright 2026 © Crown copyright