URN 2519935 · Inspected 2026-08-05 · Published 2026-09-14 · Inspector: Rebecca Johnson
Childrensworld Newport Unique reference number (URN): 2519935 Address: Mere Park, Stafford Road, Newport, Staffordshire, TF10 9BY Type: Childcare on non-domestic premises Registered with Ofsted: 20/02/2019 Registers: EYR, CCR Registered person: Children's World (UK) Ltd Inspection report: 5 August 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 and staff are attuned to each child's individual learning and development needs. They monitor and assess children's progress to enable them to successfully identify where children may need additional support. When gaps are identified, strategies, such as an individual passport to learning, are consistently shared with staff and swiftly implemented. As a result, children with special educational needs and/or disabilities and those who face barriers to their learning benefit from high-level interactions and individualised support. Leaders and staff work closely with parents and other professionals to ensure that children receive swift interventions when needed. Ideas and suggestions provided by professionals are embedded in practice so that all children make progress from their individual starting points. Leaders are very receptive to ideas that will further enhance the experiences these children receive. They explicitly use funding to provide resources that will further support children and help them reach their full potential. Staff receive additional training that is specific to the children that they are working with. This helps them to provide specialised, tailor-made support where needed. The thoughtful use of a sensory room very effectively helps children to regulate themselves and provides a vitally calm environment where they can relax or explore resources, such as bubble tubes and coloured lights. Achievement Expected standard Children typically make progress across all areas of learning. Overall, they develop the skills and knowledge that will support them as they move on to the next stage of their learning. Children with special educational needs and/or disabilities are very well supported to reach their full potential. All children develop their physical skills. Older children run, balance and climb. They pretend to be pirates as they 'walk the plank' and jump onto the ship. Babies begin to crawl and pull themselves to stand as they develop their core muscles. Older children recognise their names as they self-register and make informed choices as they peg their name to the storybook they would like to hear at circle time. Even the youngest children enjoy exploring new textures. Babies have fun as they make patterns in yoghurt. Younger children count as they scoop sand into containers of different sizes or squeeze it through their fingers. Behaviour, attitudes and establishing routines Expected standard Leaders and staff have clear expectations for children's behaviour. They are positive role models and embed routines that teach children the importance of being kind and polite. Children generally behave well. They share resources with each other and help to tidy away after a 5-minute reminder that the activity they are taking part in is coming to an end. Children are supported to make choices, and they choose which book they would like to listen to. This also teaches them to begin to understand that they may not always have the choice that they want. However, sometimes the organisation of story time does not enable all children to see the book or fully participate. Overall, children are enthusiastic and eager to take part in activities. Older children problem- solve as staff encourage them to consider how they will transport water to the 'barbecue' they have created. Children discuss ideas with each other. They decide that the container will be too heavy to carry, but if they put it in the pram, they can work together to push it to where they want it to go. Leaders monitor attendance. They understand the importance of regular attendance for children's learning and development. Children's welfare and wellbeing Expected standard Children's welfare and wellbeing are given high regard by leaders and staff. All children forge close relationships and actively seek staff out for support or reassurance. Children who feel a little unsure are able to look at the photos in their family books. Babies are gently cuddled as they are fed, to create a feeling of security and to build trust. Staff support children to manage their own emotions. They introduce strategies and resources that will help children if they become frustrated, such as chew toys or time in the calming sensory room. However, sometimes the organisation of activities impacts on children's enjoyment and play. Children are beginning to develop their independence. Older children go to the toilet and wash their hands independently. They serve themselves lunch or snack and wait until everyone is ready before they start to eat. Staff encourage even the youngest children to use utensils to try to feed themselves. Children with allergies and/or dietary requirements are supported well, and staff rigorously implement safe eating. Staff have attended training to ensure that they are all aware of the procedures for safer sleeping. Children benefit from time outdoors in the fresh air. Staff ensure children's safety as they check the ultraviolet levels on very hot days and adjust the times when children go outside. Curriculum and teaching Expected standard Leaders have a clear overview of the curriculum and know what they want all children to learn and achieve at each stage of their learning and development. They monitor and work alongside staff to help them implement the curriculum. They recognise that the quality of teaching and staff interactions occasionally do not foster children's enthusiasm for learning. Older children benefit from high-level teaching and interactions. They become engrossed in activities that are based on their individual next steps for learning and link to their interests. For example, following owl appreciation day, children make owls from clay. Staff introduce new ideas as they encourage children to think about what owls might eat and introduce new words, such as nocturnal. Children are proud of their achievements as they show them to other staff and their friends and display them for everyone to see. Younger children take part in planned activities, such as pretending to be on a boat. However, due to the organisation of the activity and the lack of positive interactions from some staff to enthuse children, they do not fully understand what is happening, and some lose interest. Staff reflect on their practice, and when children later return to the activity, they change the focus and make it more exciting as they encourage children to pretend to bob up and down on the waves and look for dolphins. Leadership and governance Expected standard The nursery benefits from a cohesive and knowledgeable leadership team whose members work well together. They are forward thinking and continually reflect on their practice. Leaders often work alongside staff and monitor their practice. They recognise that there are some inconsistencies in the quality of teaching and the implementation of the curriculum. They have plans in place to provide additional support for staff to ensure all children receive consistently high-quality experiences. Leaders recognise and work to staff's strengths. Staff have many opportunities to extend their professional development and enhance their knowledge and expertise. They are encouraged to share new ideas and initiatives with each other. Regular supervisions and staff meetings provide additional opportunities for staff to voice their opinions and experience hands-on learning. For example, leaders introduce dolls during safer sleeping training so that they can model the practice that is expected. The wellbeing of staff, children and parents is given high priority. Leaders have introduced wellbeing Wednesday, when there are treats available for staff and parents and there is a wellbeing station in the staffroom. Staff say that they feel supported by leaders. Leaders provide additional information for parents on how to support their children's wellbeing at home. Leaders are aware of the demographics of the area and have put in place additional support for any parents who may need it. Parents are extremely happy with the care, support and learning that their children receive. They say that leaders and staff are approachable. They especially like the information they receive about their children's day and the learning packs which they can use to help them to continue to support children's learning at home. 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 What it's like to be a child at this setting Children who attend this nursery are happy and settled in the safe and homely environment. Children and parents receive a warm welcome as they arrive. Staff gather pertinent information from parents, which helps all children to settle quickly. Children, including those with special educational needs and/or disabilities, those who face barriers to their learning and those who speak English as an additional language, all make progress from their individual starting points. Most children eagerly participate in the range of activities available to them. Older children carefully cut pipe cleaners to make legs for the clay owls they create. Children learn mathematical concepts as they compare the length of the pipe cleaners and know which ones are longer and shorter than others. They talk about weight and consider if the clay is heavy or light. Children can name and recognise different types of owls, such as an eagle owl and a snowy owl. They know that owls come out at night and that this means they are nocturnal. Children enjoy the time they spend outdoors. Younger children develop their curiosity as they explore their environment and the activities. They open numbered eggs to find the shapes that are hidden inside and rip paper to make a nest for the eggs. Children develop their imaginations as they pretend to be crocodiles and dinosaurs and have great fun as they chase each other. Children generally behave well. They build positive relationships with staff and their peers. They are polite and learn to share and take turns. Children involve others in their play and Inspector: Rebecca Johnson About this setting Unique reference number (URN): 2519935 Address: Mere Park Stafford Road Newport Staffordshire TF10 9BY Type: Childcare on non-domestic premises Registration date: 20/02/2019 negotiate with each other to make decisions. Overall, children are prepared for the next stage of their learning, including the move on to school. Children's attendance is monitored closely. Leaders speak to parents about the importance of regular attendance as this builds foundations for learning and prepares children for the expectations of attending school. Next steps Leaders should support staff to organise activities more effectively to enable all children to participate fully and enhance their learning experiences. Leaders should provide staff with ideas of how to engage more positively with children, so they are more enthused and eager to take part in activities. About this inspection The inspector spoke with leaders, staff, the special educational needs coordinator, children 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. Registered person: Children's World (UK) Ltd Register(s): EYR, CCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00 Local authority: Telford & Wrekin Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 5 August 2026 Children numbers Age range of children at the time of inspection 0 to 6 Total number of places 115 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. 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