Rosy Cheeks Nursery

Rosy Cheeks Nursery
Unique reference number (URN): EY420783
Address: The Old Church, 251 High Street, STOKE-ON-TRENT, ST6 5EG
Type: Childcare on non-domestic premises
Registered with Ofsted: 24/01/2011
Registers: EYR, CCR, VCR
Registered person: Rosy Cheeks Nurseries Ltd
Inspection report: 30 July 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 with special educational needs and/or disabilities or other barriers
to their learning, make significant progress from their starting points and are well prepared
for the next stage of their education. Children's physical, communication and emotional
development are prioritised consistently throughout the setting, supporting a successful
transition to school.
Children make progress across all areas of development, building key skills and milestones
as they move through different age groups. For example, babies are supported to drink from
an open cup where appropriate at mealtimes, and this skill is developed further as older
children are provided with increasing opportunities to develop their independence.
Children demonstrate high levels of engagement and concentration as they listen attentively
to a range of stories. Children who need additional support receive the time, encouragement
and support they need to access all areas of the setting. Children feel safe and secure as
they develop positive relationships with staff. They confidently develop their physical skills.
For example, children enthusiastically ride bikes outdoors while taking part in stop and go
games.
Behaviour, attitudes and establishing routines Strong standard
Leaders and staff are positive role models who create a respectful and nurturing
environment that enables children's best possible behaviour. Children interact with each
other in a kind and thoughtful way. For example, children recognise when their peers need
help to remove lids from dough containers. They support them to complete the task and
continue to share resources together. Where younger children need additional support to
cooperate, staff provide gentle guidance and reinforce consistent boundaries to help
children learn to share and take turns.
Well-established routines help children understand what is happening next throughout the
day. Staff consistently use strategies, such as 'now and next', supporting children to link
visual cues with key parts of the routine. As a result, children are settled, confident to access
all areas of the environment and able to transition to the next part of the routine successfully.
Children develop positive attitudes towards their learning as they engage in a range of
experiences linked to their interests. They remain focused and involved for sustained
periods of time. For example, children talk about holidays they have experienced while
painting and exploring different countries.
Leaders monitor children's attendance regularly and work closely with parents and carers to
identify and remove any barriers that may affect attendance. For example, leaders adjust
funded session times where appropriate to support children to attend regularly. They
consistently promote the importance and benefits of regular attendance with families.

Children's welfare and wellbeing Strong standard
Leaders and staff consistently prioritise children's welfare and wellbeing, placing it at the
heart of the setting. They have a detailed understanding of each child and the
circumstances that may affect families. For example, they recognise when children may
need additional support to feel secure and settle into the setting. Parents and carers value
the support provided by leaders and staff to help their children make progress.
Leaders and staff have established an effective key-person system. Staff interact with
children in a warm, caring and nurturing way, supporting children to develop secure
attachments. For example, staff recognise when babies need additional reassurance to feel
safe while sleeping and make appropriate adaptations, such as ensuring their key person is
nearby. Leaders and staff have a clear understanding of safer sleep practices, which are
consistently followed by all staff. Leaders and staff ensure routines promote children's
welfare and safety. For example, staff ensure they complete frequent headcounts of children
as they transition to the outdoor area. This ensures children remain safe in all areas of the
building.
Leaders provide parents with regular information to support children's welfare and wellbeing.
Families receive guidance on areas such as online safety, screen time and promoting
children's physical health. Leaders and staff place a clear focus on oral health. Older
children take part in toothbrushing activities where they learn about the importance of
brushing their teeth and how to do this effectively. In addition, leaders provide families with
toothbrushing packs to support children's oral health at home, which have been positively
received by parents and carers.
Curriculum and teaching Strong standard
Leaders and staff have high expectations for all children. They have designed an ambitious,
well-sequenced curriculum that enables children to make progress across all areas of
learning. Staff provide a broad range of engaging learning experiences with clear learning
intentions. For example, older children use real tools to slice lemons while following a recipe
to make lemonade, promoting their physical skills. Leaders ensure children of all ages
receive consistent high-quality teaching.
Staff promote children's mathematical development throughout the day by embedding
mathematical language into everyday interactions. For example, they encourage children to
compare the size and length of fish they observe. Leaders and staff regularly review the
curriculum and adapt it to address gaps in children's knowledge and experiences. For
example, after identifying some children had limited understanding of litter and waste
pollution, staff introduced learning experiences that helped children develop greater
awareness of caring for the environment.
Staff consistently build on children's learning and communication skills through purposeful
interactions. They use play effectively to support younger children's development, including
simple games, such as peekaboo, to encourage communication and social interaction.
Short, focused speech and language activities are woven into daily practice to ensure all
children make progress. Staff recognise when younger children need reassurance to
engage in new experiences and provide sensitive support. For example, they encourage

Expected standard
children to explore a range of textures while introducing new descriptive vocabulary, helping
to develop children's confidence.
Inclusion Strong standard
Leaders and staff consistently identify and remove barriers to learning for all children,
including those with special educational needs and/or disabilities. They adapt routines,
teaching and the environment to ensure all children are fully included. For example, leaders
adjust mealtime routines so children with additional needs can participate successfully
alongside their peers.
Leaders work effectively with a range of external professionals and use their advice to
develop bespoke support plans that are understood and implemented consistently by all
staff. As a result, children receive coordinated support and make consistent progress from
their starting points. Staff make effective adaptations to the environment and provide
specialist equipment where needed. This enables children with complex needs to access
the full curriculum. Staff incorporate recommended exercises and strategies into everyday
activities. For example, physiotherapy exercises are included in yoga and movement
sessions so all children can participate together.
Leaders use the early years pupil premium funding strategically to address individual
barriers to learning and improve outcomes. They carefully consider children's individual
circumstances when deciding how funding is used. For example, leaders provide targeted
resources and experiences to support children's emotional wellbeing during significant life
events, such as the birth of a sibling.
Leaders and staff use ongoing observations, accurate assessment and information shared
by parents and carers to identify emerging needs quickly. They use communication and
language screening tools to plan targeted interventions. They regularly review their impact
and adapt support to help children make the best possible progress. As a result, children
receive timely, well-coordinated support that enables them to make progress with their
language skills.
Leadership and governance Expected standard
Leaders have a clear understanding of the setting's context, recognising its strengths while
identifying priorities for ongoing development. They are committed to ensuring that every
child has the opportunity to succeed by identifying and removing barriers to learning,
including for children with special educational needs and/or disabilities. Leaders work
effectively with a range of external agencies to secure appropriate support and ensure
children's individual needs are met. They demonstrate passion and dedication in their roles
and are committed to making a positive difference to the children and families they serve.
Leaders place a high priority on developing positive partnerships with parents and carers.
They provide practical and emotional support to families through initiatives, such as a parent

hub, where families can access helpful information on topics including food bank services,
toilet training, oral health and online safety. Leaders also provide essential items, such as
nappies and toothbrushes, to families who need them. Parents speak highly of the support
they receive and value the approachable and caring relationships they have with leaders.
Leaders provide a range of professional development opportunities for staff to attend. They
support staff to develop their confidence and enhance their skills in areas such as teaching
mathematics and promoting children's communication and language. However, the impact of
professional development opportunities attended by staff is not consistently evident in
practice. Leaders recognise some of the professional learning staff can complete is in the
early stages of being offered, and the impact on staff practice is yet unclear. Staff feel valued
and enjoy working at the setting. Staff share how leaders prioritise their wellbeing as they
feel confident to discuss any concerns they may have.
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 feel safe, happy and valued from the moment they arrive. They settle quickly into
the setting by attending a phased settling-in process and develop secure relationships with
their key person. Children are confident and play cooperatively. They learn to manage their
feelings and resolve disagreements in a calm and respectful way.
Children of all ages develop a positive attitude towards learning. They engage with a range
of exciting experiences that have been carefully designed to capture their imagination and
promote a range of areas of learning. They are curious and enthusiastic learners. Children
sustain high levels of engagement and concentration as they investigate, create and
problem-solve. For example, children carefully select colours to paint their house in the
'jungle'. They talk confidently about what they might see through the windows, such as trees
and animals. Children develop an understanding of the world around them through
meaningful experiences. They learn how to keep themselves safe as they play stop and go
games while riding bikes and practise stopping at crossings for pedestrians.
All children, including those with special educational needs and/or disabilities, make positive
progress from their individual starting points. They access learning experiences that meet
their individual needs, and which enable them to achieve well. Children develop confidence
in early literacy through regular opportunities to enjoy stories, make marks and explore an
environment rich in language. Children benefit from positive partnerships between the
setting and their families. They attend regularly, enjoy coming to nursery and thrive because
any barriers to attendance are identified and addressed at the earliest opportunity.
Next steps
Leaders should provide further opportunities to promote professional development for
staff while monitoring its effectiveness more closely to ensure it achieves the intended
impact on practice.
About this inspection
The inspector spoke with leaders and staff 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:
Joe Groom
About this setting
Unique reference number (URN): EY420783
Address:
The Old Church
251 High Street
STOKE-ON-TRENT
ST6 5EG
Type: Childcare on non-domestic premises
Registration date: 24/01/2011
Registered person: Rosy Cheeks Nurseries Ltd
Register(s): EYR, CCR, VCR
Operating hours: Monday : 07:30 - 17:30,Tuesday : 07:30 - 17:30,Wednesday : 07:30 -
17:30,Thursday : 07:30 - 17:30,Friday : 07:30 - 17:30
Local authority: Stoke-on-Trent
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 30 July 2026
Children numbers
Age range of children at the time of inspection
1 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
64
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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