Bubbly Gems Ltd

Bubbly Gems Ltd
Unique reference number (URN): 2765642
Address: Bubbly Gems Ltd, 15 Hylton Road, Sunderland, SR4 7AF
Type: Childcare on non-domestic premises
Registered with Ofsted: 19/01/2024
Registers: EYR, CCR, VCR
Registered person: Bubbly Gems ltd
Inspection report: 13 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.

Expected standard
Achievement Expected standard
Generally, all children develop suitable skills for their next stage in learning and their
eventual move to school. For example, children access mark making and write some
numbers and letters as they draw and talk about their parents at work. Children who are
disadvantaged or have other barriers to learning develop their sensory interests for
extended periods and actively take part in both group times and smaller planned sessions
alongside their peers.
Overall, children make suitable progress. This is supported by typically effective interactions
from staff, who provide suitable experiences for all children and support their learning across
all areas of the curriculum. For example, while children pour water into different containers,
staff introduce measure and quantity into their play as children learn to share and take turns
to use the equipment. Children typically become increasingly independent. They make
discoveries and show curiosity as they play. For instance, they have fun making their words
come back as an echo on their daily walk.
Behaviour, attitudes and establishing routines Expected standard
Leaders typically place a high priority on helping children to learn to accept and manage
their feelings and respect how others around them may feel. This includes those children
who have additional needs and barriers to their learning. Staff are caring role models for
children and remind them of the importance of good manners and behaviour to keep
everyone safe and happy. Children behave well. Staff promote positive behaviours. For
example, they offer praise to reward older children who help and assist younger children in
activities and routines. Children are typically learning how to socialise with others ready for
school. For instance, they form close friendships with other children and show respect for
one another.
Leaders recognise the importance of regular attendance to help children make the most of
the learning opportunities and experiences provided. Generally, clear and consistent
routines help develop children's sense of security and contribute to their growing
independence. Leaders understand that not all children have access to a garden at home.
Therefore, they offer regular experiences in the local community where children can enjoy
the open space and fresh air. This is a routine children clearly look forward to, and they
enjoy learning outdoors.
Children's welfare and wellbeing Expected standard
All children are generally happy and settled in this welcoming nursery. Typically, the attentive
staff support children's emotional needs well. Children form close bonds with the designated
key person, and the staff team creates an enjoyable family atmosphere. Staff are respectful
to children. They regularly use clear words and picture prompts to help remind children
when they need to use the toilet or wash their hands. They ask permission from children to

change their nappy. This supports children effectively who have limited language or speak
English as an additional language.
Since the last inspection, leaders have worked hard to share information with children and
families about healthy lifestyles. Parents provide food and drinks that are healthy and
nutritious. Additionally, staff skilfully use opportunities to help children understand which
foods and drinks are healthy and which are not. Children learn about good oral hygiene and
how to blow their own noses. They enjoy spending time on long walks in the local
community, getting fresh air and exercise while learning about nature, wildlife and different
cultures. This helps support all children's health and wellbeing. Parents state that leaders
and staff are approachable and share detailed information about children's wellbeing. They
say the staff discuss their child's interests and their learning daily so they can support them
continuously at home.
Curriculum and teaching Expected standard
Since the last inspection, leaders have designed a curriculum with a clear intent for what
they want children to learn. Staff engage with children adequately as they play and are
mentored to improve their teaching skills. This ensures that all children are given sufficient
challenge from staff to extend their learning. Staff plan appropriate activities for children to
use numbers and counting to support their growing mathematical development. This
includes lively number rhymes and songs with actions, and counting and comparing during
social mealtimes. Staff communicate effectively with children who need targeted support for
their speech and social development. For instance, they make use of resources
recommended by other professionals to help build on their communication skills, such as
picture prompts. Since the last inspection, leaders are fully aware of the progress of groups
of children to provide more specific support to help children who speak English as an
additional language to make consistent progress.
Staff have a suitable understanding of how children learn and provide support to promote
their development. For example, staff know that some children arrive full of energy, so they
organise a group outdoor activity, such as a daily walk, for children to be physically active.
Children are very familiar with this routine and make decisions about what resources they
wish they take with them, such as a ball. These daily walks are typically packed full of
children's conversations, ideas and challenges, such as who can make the loudest and
quietest echo and name the birds they can hear. Staff typically support children to develop
their imagination, for example, through effective questioning by staff. However, occasionally,
some resources, especially for younger children, are too large to help them extend their
ideas. For example, children communicating their ideas while printing with plastic animals
were hindered because they could not easily manipulate the large animals in paint.
Inclusion Expected standard
Leaders can identify children who may face barriers to learning effectively. They put
individual support plans in place to support children's learning and wellbeing. For example,
for those children who speak English as an additional language, they plan targeted small-
group communication and language activities alongside individual next steps to help them
make steady progress from their starting points. Leaders work closely with parents and

carers right from the start to put effective support in place. This helps leaders to understand
children's backgrounds and experiences. They regularly share ideas with parents to
continue children's learning at home.
Leaders and staff now discuss children's progress and the barriers they face together. This
helps them plan and adapt the day's activities and routines to ensure that all children have
their learning and emotional needs met. Leaders are effective at using children's interests
and fascinations to support children's learning, in particular communication, language and
physical development. Consequently, children maintain their concentration and enjoyment
for long periods. For example, while exploring the water tray, they are introduced to new
vocabulary alongside early mathematical concepts such as volume and capacity. Leaders
do not consistently work with other carers involved in children's care, in particular for
children new to the setting with barriers to learning. Promptly sharing information with other
professionals and settings involved in children's prior learning ensures that children's
wellbeing and learning and development are fully supported as early as possible.
Leadership and governance Expected standard
Generally, leaders have a suitable understanding of recruitment procedures and
safeguarding and welfare requirements. For instance, they consistently check staff's
ongoing suitability to work with children and monitor this regularly. However, leaders have
failed to notify Ofsted of changes to persons listed with Companies House who are legally
responsible for the company. It is a legal requirement to do so. This means Ofsted has not
been able to carry out the required suitability checks on a new director to ensure that they
are suitable to have contact with children. However, the provider removed the unchecked
director and has improved her knowledge of suitability and notifications. This means children
are no longer at risk, and there is no impact on children's learning and development, and
safety or welfare.
Leaders ensure that they deploy staff effectively across the premises to monitor children
suitably and follow required ratios consistently. They review safety procedures and risk
assessments and put precautions in place to help keep children safe. Leaders have
addressed all actions raised at the last inspection. With the support of the local authority,
and following their own research, they now have an accurate evaluation of the setting and
value the opinions from staff, parents and children. Leaders have a clear plan in place to
develop and improve further. For instance, they are preparing a books and games library for
families to take home so they can continue to develop the skills they need to learn for the
future. Since the last inspection, leaders and staff have taken opportunities to access
training online and face to face to benefit children. Staff's ongoing professional development
and wellbeing is considered during regular supervision sessions with leaders.

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's safety and welfare are adequately assured at this nursery. They settle happily,
and the nurturing staff make sure their care needs are met in a warm, calm atmosphere.
Children are typically confident, independent and eager to participate in a wide variety of
activities. Staff gently help children to develop a good understanding of the behaviour and
routines expected in the nursery. For instance, they give children warning that their playtime
is going to end, so they are ready to tidy up or organise what is needed next for their regular
walks in the local community. Generally, older children enjoy being helpful, such as when

Inspector:
Jan Harvey
About this setting
they are asked to help others with their yellow safety tabards so that they are visible on their
walk. Children proudly help staff tidy up and collect books from their friends after story time.
This helps children to feel like valued members of the nursery and supports their self-
esteem.
Overall, the much-improved learning environment and curriculum gives children and babies
positive learning experiences to help them develop. As a result, all children, including those
with special educational needs and/or disabilities and those who face other barriers to their
learning and or/or wellbeing, typically make the progress they are capable of. Leaders
recognise that partnerships with their families and carers are a strength of the nursery. They
proactively monitor and encourage children's attendance at the nursery. Leaders treat each
child as unique, and a key focus is to ensure that parents know what they need to do to
continue supporting their child's learning at home. This ensures that families feel confident in
the care and learning provided.
Next steps
Leaders should consistently consider children's physical development and review the size
of equipment used in activities so children can use them effectively and independently.
Leaders should consider how to improve communication with other settings children
attend prior to joining to support consistency of learning.
About this inspection
The inspector spoke with the provider, the deputy manager, staff, children and parents
during the inspection.
We carried out this inspection as a result of a risk assessment, following information we
received about the provider. The provider will be able to give parents further information
about this.
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.

Unique reference number (URN): 2765642
Address:
Bubbly Gems Ltd
15 Hylton Road
Sunderland
SR4 7AF
Type: Childcare on non-domestic premises
Registration date: 19/01/2024
Registered person: Bubbly Gems ltd
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday,Saturday : 07:00 - 19:00
Local authority: Sunderland
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 13 May 2026
Children numbers
Age range of children at the time of inspection
1 to 8
Total number of places
26
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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