URN 2825300 · Inspected 2026-07-30 · Published 2026-09-02 · Inspector: Elizabeth Fish
Sammy Bear Day Care Unique reference number (URN): 2825300 Address: SAMMY BEAR DAY CARE, The Old Glass Works, Lemington, Newcastle Upon Tyne, NE15 8SX Type: Childcare on non-domestic premises Registered with Ofsted: 05/03/2025 Registers: EYR, CCR, VCR Registered person: Sammy Bear Day Care Limited 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 Expected standard Inclusion Strong standard Leaders support children with special educational needs and/or disabilities, and those who experience barriers to their learning, exceptionally well. Staff use their assessments to swiftly identify areas where children would benefit from further support. Staff work with parents extremely well from the beginning to understand children's individual needs. This too helps staff to identify where further support may be needed. They plan additional activities to help children to catch up. For example, children enjoy an activity where they roll a ball to staff to develop their communication skills. Staff make a range of adaptations to ensure that children benefit fully from their time in nursery. This includes providing one-to- one support to help children explore activities individually when group activities are overwhelming. Staff act quickly to provide additional support when children move between activities and struggle to regulate their emotions. Leaders are proactive in working with other professionals who may be involved in children's learning. This supports children to make sustained progress over time. Staff provide highly effective support to those children who are disadvantaged. They work closely with parents to understand how they can support children further. They use any additional funding effectively to help children progress. For instance, staff use funding to provide additional sessions, and this supports children to settle more quickly. Leaders work effectively with professionals from children's social care who may be involved with children and families. They attend various meetings and ensure that children get the support they need. Achievement Expected standard Children make steady progress overall. Sometimes, weaknesses in the planning of activities impact on the progress that children make. Children with special educational needs and/or disabilities make rapid progress because they benefit from individualised targeted support. Children engage well in activities. Older children thoroughly enjoy planting flowers and watering them. They notice the water sprinkling from the watering can rose and concentrate intently as they explore the feel on their hands. They explore different watering cans. When they notice the puddles on the floor, they adore splashing in the puddles. Babies develop their physical skills as they crawl over the soft play, or pull themselves to standing to explore a tabletop activity. Older children develop their small-muscle skills as they draw, glue, paint and use tweezers to pick up pom-poms. Children develop a range of skills that support them in the next stage of their learning. Behaviour, attitudes and establishing routines Expected standard Staff working with babies know their routines well. They find out detailed information about their likes and dislikes, as well as information about weaning. They talk to parents on a morning to find out about how children have been at home, and this allows them to adjust routines promptly. They work with parents and/or carers to help children attend regularly to benefit from the nursery routines. Staff manage behaviour effectively overall. For example, they remind children to be careful as they throw the animals into the water. Staff usually make their expectations clear. For instance, as staff get children ready to go outside, children typically sit down without being prompted to have sun cream applied. Younger children wait patiently as staff change them after playing in the water. Children develop good relationships with staff and each other. Toddlers play alongside each other as they wash the animals in the water. Older children take turns and wait patiently as they pick songs out of a bag. They listen intently as staff read stories, developing positive attitudes to learning. Staff are sensitive to when children need time to regulate their emotions. For example, they alter arrangements and routines to ensure that children with special educational needs and/or disabilities are able to calm down through quiet exploratory activities. Children's welfare and wellbeing Expected standard Staff have effective relationships with children. They are available to provide reassurance to children but give them the freedom to explore when they feel confident. Children are happy and settled. Babies have a very close relationship with their key person. This is evident as they crawl to their key person for reassurance when they feel unsure. For example, children who are settling in and are unsure of the feel of the apron, crawl back to their key person for reassurance. Staff are aware of keeping children safe and comfortable. For example, after a water activity, they take time to make sure children are dry and comfortable. They apply sun cream to children before they go outside. Leaders generally provide a range of healthy home-cooked meals. Staff understand the latest guidance about ensuring children's safety when eating. For example, they supervise children carefully and ensure that fruit is chopped up appropriately. They typically provide messages to parents about healthy packed lunches. Staff adapt arrangements for mealtimes to ensure that children who experience barriers to their learning, or are disadvantaged, are able to enjoy their meal. This includes providing nursery food and packed lunches as appropriate. Curriculum and teaching Expected standard Leaders design a curriculum that supports all children's learning across the whole curriculum. This includes well-thought-out plans for children with special educational needs and/or disabilities. They place an appropriate emphasis on children developing effective communication and language skills. They want children to be happy and secure individuals who thoroughly enjoy learning. Staff plan a range of activities that are based on children's stage of development and interests, such as messy, sensory activities. However, staff do not always focus sufficiently on what they want individual children to learn next, especially during group activities. For example, staff talk about intending to teach communication skills or physical development, but then do not actually implement their plans. When this happens, staff do not always extend children's learning to the highest level. Overall, staff plan highly engaging activities. Children thoroughly enjoy playing in the water. They explore what happens when they throw balls in the water. Staff use this activity effectively to develop children's learning. For example, they develop their muscle skills as they throw balls and wash the animals. Staff generally support communication effectively. For example, when children explore jelly and edible sand, they use a range of interesting words, such as 'sloppy'. When babies roll balls down the ramp, staff say, 'wow' and 'whoosh'. Staff place a high priority on books and singing to support the development of children's vocabulary. Leadership and governance Expected standard Leaders are passionate about providing high-quality experiences for all children. Typically, they have an effective understanding of the strengths and areas for development in the nursery. They identify training that will help staff to develop their knowledge and skills further. For example, they provide training for staff working with babies on how to support their needs effectively. Following training, staff have a greater understanding of the stages of development that babies go through as they develop their physical skills. They adapt the routines to ensure children have time to develop their core strength. Leaders and staff generally have effective relationships with parents and carers. Parents speak very highly of the support their children receive. Staff share detailed information with parents about children's care and learning on the electronic app. While many parents access this information, they are aware that this is not consistent for some parents. This sometimes means that key information, such as guidance on the safe preparation of food or children's next steps in learning, is missed. Staff work with local schools effectively to support children as they make the move on to school. Leaders support staff wellbeing. They provide time during the day for staff to complete training, planning or access support from other staff. Staff report that they feel happy and relaxed at work, and feel that they can talk to managers and staff about everything. Leaders ensure that staff have a full understanding of their role and responsibilities, particularly the policies and procedures in the nursery. 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 settle into the nursery quickly. For example, as soon as they arrive, children rush along the corridor to find their key person. Babies put their hands out to their familiar adult. Children benefit from carefully tailored settling-in sessions to ensure that children quickly feel at home. Children who experience barriers to their learning, or those who are disadvantaged, benefit from additional sessions to ensure a consistent pattern of attendance throughout the week. Inspector: Elizabeth Fish About this setting Children enjoy a broad and balanced curriculum that is based on children's interests. For example, when babies show an interest in crawling, staff move the soft-play activities into the middle of the room to make this accessible. Children thoroughly enjoy climbing and crawling on the ramps and learn how to crawl up a raised platform. They beam with delight as they realise how to roll balls down the ramp. Children quickly develop strong and nurturing relationships with staff. For instance, 2-year- old children enjoy rolling balls and vehicles to their key person. As they become more confident, they explore other activities in the room, knowing that their key person is with them to support them and keep them safe. During the inspection, children move to a water- play activity, holding onto staff for support. Staff are always there offering a secure hand as children climb in and out of the water tray. This supports all children to make the progress of which they are capable, and to prepare them for future learning. Children behave well. They line up at the door ready to go outside and wait patiently as staff apply sun cream. They develop effective relationships with their peers. Younger children play alongside others as they play with the ducks and sing number rhymes. Older children play with others, sharing their toys. Mealtimes are sociable occasions, where children enjoy talking to their friends. Next steps Leaders should help staff to focus more precisely on children's next steps in learning when planning group activities to raise children's achievement further. Leaders should find more effective strategies to communicate with parents to ensure all parents get the same detailed information about children's care and learning. About this inspection The inspector spoke with leaders, staff, the special educational needs coordinator, parents and children 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. Unique reference number (URN): 2825300 Address: SAMMY BEAR DAY CARE The Old Glass Works, Lemington Newcastle Upon Tyne NE15 8SX Type: Childcare on non-domestic premises Registration date: 05/03/2025 Registered person: Sammy Bear Day Care Limited Register(s): EYR, CCR, VCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30 Local authority: Newcastle upon Tyne 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 0 to 3 Total number of places 50 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. 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