Cheadle Preschool and Day Nursery

Cheadle Preschool and Day Nursery
Unique reference number (URN): 2800569
Address: City Care, Riversdale House, 18 Gatley Road, Cheadle, SK8 1PY
Type: Childcare on non-domestic premises
Registered with Ofsted: 03/10/2024
Registers: EYR
Registered person: Emerson Nursery Group Ltd
Inspection report: 25 June 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 excellent progress from their starting points because the curriculum is
carefully sequenced and matched to their developmental stages. Children can build on their
knowledge and skills as ongoing assessment is used effectively. As children transition
through the setting, the progression made is clear to see. Children use single words and
longer conversations age appropriately. Babies hear counting to 3, while toddlers subitise
and know 1 more.
Children build the physical skills needed at each stage. Babies are supported to pull
themselves up and enjoy the dedicated outdoor space. Preschool children climb and learn
to balance. Babies learn to grab resources, where preschool children pinch using a finger
and thumb. Children naturally choose the age-appropriate action as their physical
development has been supported extremely well.
Children with special educational needs and/or disabilities, and those who face barriers to
their learning receive targeted support. This means that all children make sustained
progress in their learning and development and are fully prepared for their next stage in
learning.
Behaviour, attitudes and establishing routines Strong standard
Children attending this setting flourish. Staff lead by example and have created a positive
learning environment. Clear, well-established routines enable children to feel secure,
confident and ready to learn from the start of each session. Children's behaviour is
excellent. Children demonstrate consistently strong behaviour and positive attitudes to
learning. They are caring, kind and respectful of each other which reflects what is shown to
them. Children thoroughly enjoy their learning. They show resilience when faced with
challenges, remain engaged in their learning and work collaboratively with their peers. They
receive constant praise which encourages them to 'have a go'. Children become confident,
active learners who are motivated to explore and achieve their potential.
Leaders understand the changing needs of their children. They know their children well and
quickly identify to barriers to their learning, engagement and wellbeing. Staff are reflective
on their practice and work closely with families and external agencies to adapt teaching,
provide challenge and meet individual needs. Children make progress and thrive.
Leaders strongly emphasise the importance of regular attendance and routines. Staff have
built relationships with parents and closely monitor attendance, working sensitively to
overcome barriers.
Children's welfare and wellbeing Strong standard
Children's welfare and wellbeing are at the heart of the setting's practice. Strong, trusting
relationships between staff, children and families ensure children are settled quickly and

develop a strong sense of belonging. When babies become unsettled, staff swiftly offer
cuddles and toys to re-engage them. Children become emotionally intelligent as they are
encouraged to talk about their emotions and feelings. Staff model kindness, empathy and
respect to help children understand their own and others' feelings. Children build strong
relationships with their key persons, who know them well.
Staff support children with special educational needs and/or disabilities successfully. Robust
plans are in place which are reviewed frequently with parents and external agencies. Staff
support children's individual needs well. Children are taught to respect differences between
people but celebrate these differences well. For example, they share children's cultures
through handmade age-appropriate books. Children are taught about their roles in the
community. For example, they visit a local care home to share arts and crafts activities.
Children's physical health is promoted effectively through nutritious meals and outdoor play.
Children talk of the importance of choosing healthy foods and trying new things. Staff
support children to develop their independence when managing their own personal care.
They are offered tissues to wipe their nose and wash their hands after. Staff support this
with respect and dignity.
Inclusion Strong standard
Leaders have established a highly inclusive culture where every child is valued, respected
and supported to achieve their full potential. Their curriculum celebrates diversity and
children learn about the cultures of their peers. Children with English as an additional
language are provided with prompts to support their communication. Leaders are proactive
in recognising barriers to learning and putting things in place to overcome them, such as
redesigning the layout of rooms to meet the needs of a child with a physical disability. All
staff know their children exceptionally well and have an excellent understanding of their
needs. They ensure that children, including those with special educational needs and/or
disabilities are fully included in all areas.
Leaders work effectively with practitioners, external agencies and parents to ensure children
receive timely support. Leaders focus solely on ensuring the best outcomes for their
children, offering support beyond children leaving their care. Staff create a welcoming
environment where children can explore their interests and learn in their own way. Children
become confident, resilient and a strong sense of belonging as they know they are valued.
Staff have high expectations of their children and provide appropriate challenge for all.
Parents report positive relationships with staff. Staff communicate regularly with parents to
ensure all children achieve. Parents speak highly of the quick response from staff which
adds to the positive experiences children have while at the setting.
Leadership and governance Strong standard
Leaders know their setting very well. Leaders are highly reflective and understand current
strengths and areas for development. They consistently look for ways to better their practice
and improve their children's experiences. All aspects of their practice develop and change to
meet the needs of each new cohort. Staff have high expectations for their children,

Expected standard
particularly those with special educational needs and/or disabilities. They work hard to
overcome any barriers to learning by creating an inclusive and ambitious curriculum.
Staff wellbeing is paramount. Staff report they feel valued and appreciated by leaders. They
know how to seek support and feel confident to voice their thoughts and opinions. Staff are
invested in the journey the setting is currently on. They are open to the changes
implemented and understand the rationale. There are clear systems in place to support
staff's personal and professional development. Leaders speak highly of their team and
report that they work together putting children at the centre of everything they do.
Parents are overwhelmingly positive about the impact of the setting on their children's
personal, social and emotional development, and academically. Parents praised the
leadership of the setting and many spoke of the transformation over recent years.
Curriculum and teaching Expected standard
The curriculum is carefully designed to build on children's individual next steps while
incorporating their interests and fascinations, ensuring learning remains purposeful,
engaging and motivating for every child. Leaders agree that their curriculum is in its infancy
and there are few occasions where teaching does not meet their high standards, but they
are quick to identify this and provide support to maintain those standards.
Staff provide a language-rich environment which is a priority throughout the setting. Staff
understand their role in developing communication and language in their children and do so
in a highly effective way through stories and rhymes. Throughout the setting, babies are
babbling and children are engaging in two-way conversations with adults and their peers.
Staff use their continuous assessment and observations of children well. Staff have a vast
knowledge of child development and are aware of the individual milestones. Staff know how
to tailor teaching to meet these needs. Extra-curricular activities are offered as leaders are
committed to extend children's learning. Leaders have invested in their outdoor area to
provide opportunities to apply their learning outside. Staff know what they want their children
to learn and prioritise utilising this to prepare children for the next stage in their learning,
both in the setting and beyond.

What it's like to be a child at this setting
Children are welcomed into a warm and friendly setting. They transition into the setting well
with smiles on their faces, excited to start their day. They are greeted with smiles and hugs
which they respond well to, having meaningful conversations with staff as they walk through
the setting. Children and their families are valued by staff and included in all aspects of their
child's learning. Children are taught to be respectful to adults and their peers through
positive interactions. They use their manners and show care to one another, asking each
other how they are, through excellent communication skills. Much emphasis is placed on
developing communication skills from an early age. Babies babble to engage with their key
person who speak back, whereas in the preschool, children engage in longer two-way
conversations.
Children thoroughly enjoy their learning and play. Careful consideration has gone into
planning learning activities based on the children's development, while also appealing to
their likes and dislikes. Children complete activities to a high standard and will share this
with staff, receiving lots of praise. Barriers to learning are well considered and staff go above
and beyond to overcome these. Children learn to play well with their peers, sharing and
understanding the impact of their behaviour on others. Children are well prepared for their
next stage in learning as there are clear, high expectations for all children.
Children build nurturing relationships with staff. Staff have a passion for providing care for
their children which is reflected in their interactions and caring nature. Children are
comfortable to 'have a go' and are encouraged by staff to be resilient. Children respond well
to this being able to regulate their emotions effectively. Routines are well established and
the importance of attendance is shared among the setting and families. Regular attendance
gives the children access to a wealth of learning opportunities.
Next steps
Leaders should continue to support staff to embed the curriculum so children consistently
experience high-quality teaching.
About this inspection
The inspector spoke with leaders, staff 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.

Inspector:
Laura Farrell
About this setting
Unique reference number (URN): 2800569
Address:
City Care
Riversdale House, 18 Gatley Road
Cheadle
SK8 1PY
Type: Childcare on non-domestic premises
Registration date: 03/10/2024
Registered person: Emerson Nursery Group Ltd
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Stockport
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 25 June 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
41

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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