Miles of Smiles Nursery

Miles of Smiles Nursery
Unique reference number (URN): 2825674
Address: 118 Burngreave Road, Sheffield, S3 9DE
Type: Childcare on non-domestic premises
Registered with Ofsted: 17/03/2025
Registers: EYR, CCR, VCR
Registered person: Miles of Smiles Nursery LTD
Inspection report: 10 February 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
Overall, children achieve well from their starting points. Despite minor inconsistencies in the
quality of teaching, any gaps in learning are beginning to close for all children. Children gain
the skills they need for their move on to school.
Children with special educational needs and/or disabilities (SEND) progress well in their
communication and language. For example, they advance from no language to the use of
up to 30 words. This includes their home language and English. Children with SEND show
how they can copy actions, such as stacking cups upside down. They independently name
colours, such as red, blue and green.
Children who face barriers to their learning and those known to children's social care
demonstrate their resilience. They show progress from their previous behaviours, some
stemming from their experiences. Children know when the time is right for them to enter the
playroom and when they are ready to remove their outdoor clothing, which acts as a
comfort. Children show how they have overcome their social instability, language differences
and unfamiliarity with a nursery environment.
Behaviour, attitudes and establishing routines Expected standard
Leaders monitor children's attendance carefully to protect children's welfare. They speak
with parents about any absence to check if there is any support they can offer them and to
check on parents' and children's wellbeing. Leaders speak with parents about the
importance of regular attendance to prevent any gaps in learning from persisting.
Leaders and staff consider children's age, stage of development, individual needs and
circumstances when supporting them to understand the expectations of behaviour. Staff
support children well who show emotional outbursts and intense clinginess with parents.
They respond calmly to these situations and help children to know that they are safe and
secure. Staff plan yoga sessions, teaching techniques to help children manage their
emotions. Children practise deep breathing and learn new language, such as 'inhale' and
'exhale'. Reasonable adjustments are made for children with special educational needs
and/or disabilities and those who may face barriers to their learning. For example, staff give
children time to adapt to changing circumstances, such as their arrival at the nursery and
interactions with others.
Children play together and show an understanding of each other's needs and feelings. They
share small role-play toys as they engage collaboratively in imaginary play. Older children
support young children with play. For example, they help them to stack rings onto a stacking
tower.

Children's welfare and wellbeing Expected standard
Staff support children to use tools safely. For example, at snack time, children learn to use a
knife as they cut up their banana. Children learn to follow positive hygiene routines, such as
washing their hands before food. They bring healthy packed lunches from home and sit at
the table to enjoy the social aspect of mealtimes. Staff support children's dental hygiene.
They supply toothbrushes and teach oral care. Staff talk with children about food that is not
healthy for their teeth, and they work with parents to share strategies to help prevent tooth
decay.
Staff support children to learn about their personal safety, health and wellbeing. They take
all children on outings, sometimes by bus, to the city centre. Children visit nearby museums
and the local library, where they take part in singing and reading sessions. Staff take
children to soft-play centres, where they have opportunities to socialise with larger groups of
children and adults.
Staff create secure, trusting and responsive relationships with all children. All children are
supported to recognise and manage their emotions. Children with special educational needs
and/or disabilities and those known to social care and/or face barriers to their learning
receive the emotional support they need that enables them to thrive.
Curriculum and teaching Expected standard
Leaders ensure that the curriculum is typically taught well. They and staff use termly
assessments to check progress and to prevent children from falling behind. The curriculum
has a focus on children gaining skills for moving on to school. This includes developing
social skills, language, independence and behaviour. Staff plan activities that cover all areas
of learning. However, at times, teaching is not consistently tailored to children's different
starting points, needs and stages of development. Some young children and those who face
barriers to their learning begin to lose interest in some adult-led play and wander off. Staff
do not consistently consider alternative ways to meet children's learning needs at these
times.
Staff narrate children's play and extend ideas through discussions with children. For
example, as children look through a cardboard tube, staff encourage them to find objects
that will fit into the tube. Older children use mathematical language, such as big and small.
When the tube is full, staff encourage children to recall the items they have gathered to
support their language development further.
Staff support children's learning styles well. For instance, they plan effectively for children
who prefer to learn outdoors. Children fill and empty containers. They use paint and brushes
to make marks on paper, developing their small-muscle skills.
Inclusion Expected standard
Staff identify and assess children's individual learning needs well. They understand their
responsibility for supporting disadvantaged children and those who face barriers to their
learning. Staff receive appropriate training. They draw on specialist guidance to enhance

their knowledge and to raise opportunities and experiences for children with special
educational needs and/or disabilities (SEND) to heighten their achievement. Leaders and
staff work well with professionals to provide multi-agency support for children who are
known to children's social care. However, leaders should support staff to consistently
support children with SEND with changes in their routines to help them understand what will
happen next.
Leaders make effective use of funding, such as the early years pupil premium. They focus
on what individual children need. For example, leaders purchase resources that help to
develop children's finger strength, hand–eye coordination and dexterity. Leaders are aware
that some children do not have access to outdoor play spaces at home. They and staff
organise outings to local parks and green spaces to help broaden children's experiences.
Leadership and governance Expected standard
Leaders and staff work in partnership with parents to secure the best education and care for
children. They share information with parents, professionals and other agencies about
children's needs and progress, including the progress check at age 2. Leaders and staff
support parents to extend their child's learning at home. They share information about what
children have already achieved and what they need to learn next. Parents report that they
feel valued as partners in their child's learning journey.
Leaders take account of staff's wellbeing and ensure that they feel valued and are supported
to do their job. They offer constructive feedback to staff during observations of their practice
and interactions with children. Leaders make decisions in the best interests of children,
particularly those with special educational needs and/or disabilities, those known to social
care and those facing barriers to their learning. However, there is room to guide staff's
professional development to enhance their expertise and raise the quality of education to a
consistently higher standard.
Leaders understand their key strengths, such as their partnership working with parents and
the needs of children and families in the community in which they serve. They have an
action plan to support their ambitious vision and the future quality they are aiming for.
Leaders carefully identify the right priorities for all children. For example, they learn key
words in different languages, such as Spanish. This makes a significant difference to
enhancing children's communication skills.

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 are happy, safe and well cared for in this nurturing environment. Staff greet children
and their families personally on arrival, offering reassurance. Children have a place for their
belongings and staff encourage them to hang up their coat independently. Children wave
and sing a 'hello song' to each other on arrival, which helps children to feel secure and
fosters a sense of belonging. Staff promote attendance, so that children form good habits for
future learning.

Children's uniqueness is valued and supported to enable them to flourish in this home-from-
home nursery environment. Most children speak English as an additional language.
Therefore, staff offer more time for children to settle into their care. Staff build trust with all
children in a range of ways. For example, they learn key words in a child's home language
and invite parents to share cultural practices. Children celebrate their own cultural and
religious events, as well as learning about experiences that are different to their own.
Staff offer a range of personal experiences that help children to increase their knowledge
and sense of the world around them. For example, they visit local parks where they have
opportunities to enhance their physical skills further. Visits to places of interest, such as
libraries and museums, provide opportunities for children to meet members of their society
and to interact with larger groups of adults and children, which supports them for the wider
social network of school.
Staff demonstrate a clear understanding of where children are in their learning and
development and what they need to learn next. For example, they know the goals for
children with special educational needs and/or disabilities and how they will work with
professionals to help children achieve. Staff implement clear plans to help children who face
barriers to their learning and those known to children's social care to move forward in their
learning and development. All children make the progress they are capable of from their
individual starting points.
Next steps
Leaders should support staff to continually seek to improve their expertise, to raise the
quality of education to a consistently higher standard.
Leaders should support staff when interacting with children with special educational
needs and/or disabilities to understand changes in routines and to give children a
consistent voice.
Leaders should support staff to consider children's age and stage of development and
how children's next steps in learning can be enhanced consistently through adult-led
interactions.
About this inspection
The inspector spoke with staff and the provider, who is also the nursery manager and
special educational needs coordinator, 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:
Jane Tucker
About this setting
Unique reference number (URN): 2825674
Address:
118 Burngreave Road
Sheffield
S3 9DE
Type: Childcare on non-domestic premises
Registration date: 17/03/2025
Registered person: Miles of Smiles Nursery LTD
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday : 09:00 - 15:00
Local authority: Sheffield
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 10 February 2026
Children numbers
Age range of children at the time of inspection
1 to 5
Total number of places
24

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