URN 2815683 · Inspected 2026-07-21 · Published 2026-09-08 · Inspector: Joanne Hughes
Helping Hands Childcare Unique reference number (URN): 2815683 Address: Suite 1-5, Pennywell Business Centre, Portsmouth Road, Sunderland, SR4 9AR Type: Childcare on non-domestic premises Registered with Ofsted: 12/11/2024 Registers: EYR, CCR, VCR Registered person: Ayla 4 Limited Inspection report: 21 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 Children's welfare and wellbeing Strong standard Leaders prioritise the welfare and wellbeing of children in the nursery. A well-established key-person system is a clear strength in the setting. Staff help babies and young children develop close, trusting relationships. Staff know each individual child's routines, interests and preferences. They use this knowledge to tailor help so every child feels included, emotionally secure and well cared for. Leaders and staff respond well to each family's individual needs and circumstances. They provide guidance and support when it is needed. Leaders and staff work closely with families to ensure that care routines are adapted. They promote an inclusive environment where children's cultural, religious and medical needs are respected. For example, they provide halal food and cater for any allergies. This helps to ensure every child can access all mealtimes safely. Structured sleep routines promote babies' and young children's health and emotional wellbeing. They follow safer sleep guidance for all babies and young children. Staff check sleeping babies and children at regular intervals and share sleep updates with parents through an online app. This helps to support the continuity of care. As children grow, staff encourage them to develop independence in their self-care routines. For example, children access fresh drinking water from jugs when needed and are supported to manage their own clothing and personal care. Children enjoy regular access to the outdoor area throughout the day. They take part in active play, such as running, playing with balls and using a slide, which supports their physical wellbeing. Children also enjoy quieter activities, such as sharing stories and looking at books. This helps children to relax, regulate their emotions and enjoy calm, meaningful interactions with staff and provides opportunities to rest their bodies. Achievement Expected standard Generally, children make steady progress and achieve well across all areas of learning. They have a keen interest in books. Children actively seek books and use them within the indoor and outdoor provision. This promotes confidence in communication and supports the growth of language and vocabulary. Children access learning that is matched to their individual stage of development. This helps them to feel successful and build confidence. Children use dummies for comfort. However, they are not always removed during communication and language activities. This does not consistently support children's language development. Disadvantaged children typically achieve well across all areas of learning. For example, children who were non-verbal are now able to communicate using sounds and words. Children reach individual goals and make progress from their starting points. Overall, children are prepared for the next stage in their learning, including the transition to school. They develop confidence and independence skills. Children take responsibility for tasks such as pouring their own drinks, recognising their names and managing personal care routines. As a result, children leave the setting with the resilience and skills they need for future learning. Behaviour, attitudes and establishing routines Expected standard Leaders and staff provide a warm and welcoming environment where children's individual needs are met. Children develop positive relationships with staff and one another. This contributes to a caring, kind and respectful environment. Staff act as positive role models and use warm, respectful language to encourage positive behaviour. For example, when younger children want to use the same resource, staff model turn-taking and help children to find alternative resources to use while waiting. Older children in the pre-school room have many opportunities for collaborative play and to develop turn-taking skills. For example, during ball play with staff, children take turns and work together. Children typically behave well and demonstrate positive attitudes towards their learning. They are interested in and happily engage in the various activities available. On the whole, staff use individual strategies to support children's behaviour and emotional wellbeing, including those with special educational needs or disabilities. For example, children in the pre-school room can use a quiet, calm space. They can talk about their feelings with staff and take time out to regulate their emotions. However, approaches to support children's communication needs are not used consistently across the setting. Curriculum and teaching Expected standard Leaders have developed a curriculum that covers all areas of learning, which is typically inclusive for all children. They carefully sequence the key knowledge and skills that children need to learn. For example, the baby room is organised across 3 separate spaces. Children progress from sitting, to crawling and then walking independently. As a result, children have an environment that is designed for their age and stage of development. Leaders have a clear focus on personal, social and emotional development and early literacy. In the baby rooms, staff sing songs and model movements face to face. In the 2 to 3 year-old room, staff share stories with small groups of children. In the pre-school room, children independently access stories in a cosy area. Staff develop a love of early literacy within the setting. As a result, children become confident learners and have a love of stories. Teaching is typically effective across the setting. Key workers adapt planning to ensure all children can take part. Activities that are set up in the nursery are planned to meet children's individual next steps. Children's interests are also followed. For example, children in the 2 to 3 year-old room explore toy dinosaurs frozen in ice. They use a range of small tools and pipettes to melt ice and rescue toy dinosaurs. This activity helps to develop their physical skills and hand–eye coordination. On the whole, children make steady progress in their own learning. Staff support children's mathematical development well. They regularly model mathematical language during activities and daily routines. For example, during sand, water and ice play, staff use words such as full, empty and nearly full. As a result, children are starting to use this language in context. Inclusion Expected standard Leaders and staff typically have high expectations for children. They focus on helping them achieve their full potential. Leaders identify children with special educational needs and/or disabilities (SEND) promptly. Overall, this meets children's individual needs and reduces barriers to learning. Leaders and staff share any concerns with parents sensitively and at the earliest opportunity. They work together to put appropriate support in place. Through individual learning plans, their support strategies are assessed and tracked. Children have clear, achievable next steps to support their learning. Typically, children make steady progress from their starting points. However, staff do not consistently use prompts or visual cue strategies for individual children. These identified strategies help children prepare for what happens next in their daily routine. As a result, some children become upset or do not understand what they need to do next. Leaders make effective use of the external support that is available. They work with speech and language therapists, the health visiting team and the local authority SEND team. Leaders also work with social workers to plan and review multi-agency support. This targeted approach ensures that disadvantaged children are understood. Children's welfare is put first, and this positively impacts their learning. Staff regularly review children's attendance, punctuality, progress and achievements. Parents speak highly of the support their children receive. They praise the setting's collaborative approach. As a result, children and their families receive appropriate support that helps to meet their individual needs. Overall, leaders use funding to meet children's individual needs. For example, they have invested in a new sensory room. Children have a calm space that helps them regulate their emotions and overcome barriers to learning. However, while dummies are used as self- soothing strategies for children, they are not removed when carrying out communication and language activities. This does not help to promote children's language development consistently. Leadership and governance Expected standard Leaders provide a warm and caring environment where children feel safe. Leaders are actively involved in the setting and know the staff and children well. Regular room meetings and whole-staff meetings provide opportunities for leaders and staff to share ideas, reflect and work together. Leaders ensure staff training is up to date and regularly check staff's knowledge. As a result, children are kept safe and receive the support they need. Leaders are beginning to analyse the setting's strengths and identify areas for improvement. For example, they are developing the outdoor area to provide more opportunities for children's physical development. Leaders make decisions that support children's wellbeing and learning, including those that face barriers to learning. Leaders use funding effectively and work with external agencies to provide children with the support they need. Staff are involved in decisions about how additional funding is used. As a result, children receive appropriate support to help them make progress and thrive. Leaders and staff work closely with parents and build positive relationships. They keep parents involved in their children's learning. Regular communication, including daily app updates, keeps parents informed about their child's care and learning. Leaders work with schools to support smooth transitions for children as they move on to the next part of their journey. They share information about children's needs and routines to help schools understand each child. The collaboration between leaders, parents and schools ensures children's needs are understood and they receive appropriate support. 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 and eager to learn in this caring nursery. They benefit from a well- planned curriculum that covers skills across all areas of learning. Children's own interests are also taken into account. Children's learning and next steps are generally considered by staff. They are supported by carefully adapted activities. This typically meets children's needs, specifically those who face barriers to learning. The inclusive environment helps children make steady progress from their starting points. Some children benefit from communication and language support. For example, staff model sounds with the youngest babies and build on children's language through modelling words. Older children are encouraged to explain their thoughts and ideas. Generally, children benefit from the use of visual cards, which support their communication and understanding. Although there are some missed opportunities, this support typically helps children to participate and achieve positive outcomes. Children feel safe, secure and valued in this calm and nurturing environment. They have positive attachments with their key workers. Children gain reassurance and support. This helps them to develop a sense of belonging. The positive relationships with the families who attend the setting are a strength. Families are valued and develop a genuine partnership with the setting. They work with the staff to recognise children's individual needs, interests and experiences. Children's attendance and punctuality are also promoted through this partnership. Children demonstrate positive behaviour, showing kindness, cooperation and respect towards others. They develop key skills such as sharing and turn-taking, for example when the children play a game with the ball and when they use the slide in the outdoor area. Children have these positive interactions modelled to them by staff. As a result, children develop social skills and meaningful relationships. Next steps Leaders should ensure that strategies and approaches used to support individual children are implemented consistently by all staff, so that children receive a clear and effective learning experience across the setting. Leaders should review the use of dummies and comforters during targeted activities to ensure they consistently promote children's effective communication and language development. Inspector: Joanne Hughes About this setting Unique reference number (URN): 2815683 Address: Suite 1-5 Pennywell Business Centre Portsmouth Road Sunderland SR4 9AR Type: Childcare on non-domestic premises Registration date: 12/11/2024 Registered person: Ayla 4 Limited Register(s): EYR, CCR, VCR Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:00 - 18:00,Friday : 07:00 - 17:30 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 21 July 2026 About this inspection The inspector spoke with leaders, practitioners 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. Children numbers Age range of children at the time of inspection 0 to 4 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. 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