URN 2826313 · Inspected 2026-07-29 · Published 2026-09-14 · Inspector: Donna Birch
Teepee Childcare Links Road Unique reference number (URN): 2826313 Address: Holy Family Church Hall, Links Road, Blackpool, Lancashire, FY1 2RU Type: Childcare on non-domestic premises Registered with Ofsted: 22/01/2025 Registers: EYR, CCR, VCR Registered person: Teepee Childcare Ltd Inspection report: 29 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 have established an inclusive culture where children and families receive timely support to overcome barriers to learning and wellbeing. They know children well, identify needs promptly and work closely with parents and other professionals to ensure children receive the support they need to participate fully in nursery life. Children benefit from well-planned support that is embedded in daily practice. Leaders and staff work effectively with physiotherapists, advisory teachers, speech and language therapists and other professionals to implement agreed strategies consistently. As a result, children make good progress from their individual starting points. For example, children have made notable gains in communication and physical development following timely referrals and targeted support. Leaders ensure that children who speak English as an additional language are fully included. Staff work closely with families, using key words from home, visual prompts and consistent communication strategies to help children understand, communicate and develop positive relationships. Leaders use additional funding effectively and work closely with community services and external agencies to reduce barriers for children and families. Consequently, children, including those facing disadvantage, develop a strong sense of belonging, access the curriculum successfully and make good progress because their individual needs are recognised and met well. Achievement Expected standard Children achieve well from their individual starting points and develop the knowledge, skills and confidence needed for their next stage of learning. They engage positively in activities, enjoy their learning and become increasingly confident and independent. Babies and younger children make secure progress in their communication, physical development and personal, social and emotional development. They develop curiosity as they explore the environment, communicate their needs with increasing confidence and form secure relationships that support their learning. Older children build on their existing knowledge and skills, becoming confident communicators and developing early mathematical understanding through play and daily routines. Children with special educational needs and/or disabilities (SEND), those who speak English as an additional language and those facing disadvantage make good progress because their individual needs are identified and supported effectively. They develop increasing confidence, resilience and independence, helping to prepare them well for future learning and school. While children achieve well overall, occasional inconsistencies in teaching mean that opportunities to deepen learning are not always realised fully. Nevertheless, children develop the secure knowledge and skills expected for their age. Behaviour, attitudes and establishing routines Expected standard Children typically demonstrate positive attitudes to learning and engage readily in the experiences provided. They are curious and motivated and confidently explore the environment, showing sustained involvement in activities that interest them. Children cooperate with their friends, persevere with challenges and take pride in their achievements. Children behave well and show kindness, respect and consideration for others. Babies develop secure attachments with familiar adults, using them for comfort and reassurance when needed. Older children form positive friendships, share resources, take turns and respond well to staff guidance. Staff consistently recognise children's efforts and achievements, helping them develop confidence, self-esteem and an understanding of expectations. Established routines help children feel safe and secure throughout the day. Children move confidently between activities, listen carefully to instructions and increasingly manage tasks independently. They develop self-help skills through everyday routines, including serving food, pouring drinks, washing their hands and managing aspects of their personal care. These experiences support children's growing independence and readiness for their next stage of learning. Leaders promote positive behaviour and regular attendance successfully. Children settle quickly, enjoy attending the setting and benefit from consistent routines and relationships. As a result, they develop positive learning behaviours and make the most of the opportunities available to them. Children's welfare and wellbeing Expected standard Children feel safe, valued and emotionally secure because caring staff know them and their families well. Babies confidently seek comfort and reassurance from familiar adults before returning to their play, while older children approach staff with confidence, knowing they will be listened to and supported. As a result, children develop secure attachments and a strong sense of belonging. Leaders ensure that children's individual welfare needs are identified and supported effectively. Staff work closely with parents and other professionals to provide consistent care and support, particularly for children with special educational needs and/or disabilities. Individual strategies, visual supports, signing and sensory resources help children access daily routines and experiences alongside their peers. Children learn about healthy lifestyles through everyday experiences. They enjoy nutritious meals and snacks, develop good hygiene routines and take part in supervised toothbrushing. Opportunities to grow fruit and vegetables help children understand where food comes from and encourage positive attitudes towards healthy eating. Effective partnerships with parents reinforce these messages beyond the setting. Children benefit from a caring and inclusive environment where staff support their emotional wellbeing sensitively. Leaders and staff work effectively with families to reduce barriers to wellbeing and provide additional support when needed. As a result, children are happy, confident and resilient, developing the emotional security and self-confidence needed for future learning and development. Curriculum and teaching Expected standard Leaders have strengthened the provision since the previous inspection through more effective monitoring and self-evaluation. They have an accurate understanding of the setting's strengths and areas for development, using feedback from staff, parents and professionals to inform improvement priorities. As a result, safeguarding, curriculum implementation and support for children and families have improved. Leaders have designed an ambitious curriculum that reflects children's developmental stages, interests and individual starting points. They have identified the knowledge, skills and experiences children need to gain over time. They have adapted the curriculum appropriately for children with special educational needs and/or disabilities (SEND) and those who speak English as an additional language. Staff provide a broad range of experiences that support children's communication and language, physical development and early mathematical understanding. They introduce new vocabulary through conversations, stories, songs and play. This helps children to develop confidence in communicating their ideas. Children enjoy exploring creative, sensory and construction activities that encourage investigation, imagination and cooperation. Staff promote mathematical learning throughout daily routines and play, helping children count, compare quantities and develop an understanding of number in meaningful contexts. Leaders use assessment information effectively to adapt experiences and support children's individual next steps. This is particularly evident for children with SEND and those who speak English as an additional language. Staff support them to access learning alongside their peers and make good progress from their starting points. However, minor inconsistencies remain in teaching. At times, staff do not make the best use of opportunities to extend children's thinking or build precisely on what children already know and can do. As a result, some interactions do not deepen children's learning as effectively as leaders intend, and children do not consistently develop their knowledge and understanding as well as they could. Leadership and governance Expected standard Leaders have prioritised creating an inclusive culture where children receive the support they need to succeed. They work effectively with parents, schools, health professionals and other agencies to reduce barriers to learning and wellbeing. Funding is used thoughtfully to enhance children's experiences and provide targeted support for those who need it most. As a result, children, including those with special educational needs and/or disabilities, those who speak English as an additional language and those facing disadvantage, are well supported to participate fully in the life of the setting. Leaders are committed to developing a skilled and supported workforce. Staff value the approachable leadership team and report that supervision, training and professional discussions help them to reflect on their practice, consider children's needs and promote their own wellbeing. Generally, leaders' actions are having a positive impact across the setting. However, improvements to the quality of teaching are not yet consistently embedded. As a result, children do not consistently benefit from teaching that fully reflects leaders' curriculum intentions. Even so, children enjoy a positive experience where they are cared for well and included fully and make good progress from their individual starting points. 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 arrive happily and settle quickly into this welcoming and nurturing setting. They form warm, trusting relationships with staff, who know them well and respond sensitively to their individual needs. Babies confidently seek reassurance from familiar adults before exploring their surroundings. Older children happily share their ideas, achievements and interests with their friends and the adults who care for them. As a result, children feel safe and secure and develop a strong sense of belonging. Children enjoy a broad range of interesting experiences that capture their curiosity and encourage them to explore, investigate and play together. They become deeply involved in imaginative play, creative activities and construction experiences, where they cooperate, solve problems and celebrate their achievements. Throughout the day, children make choices, follow their interests and develop increasing independence. For example, they confidently manage routines, serve their own food, pour drinks and take responsibility for aspects of their personal care. Children develop the knowledge, skills and confidence they need for their next stages of learning. Babies and younger children benefit from meaningful interactions, songs, stories and sensory experiences that support their communication and understanding of the world around them. Older children express themselves confidently, use an increasing range of vocabulary and enjoy conversations with adults and their peers. Children, including those with special educational needs and/or disabilities and those who speak English as an additional language, are included fully in the life of the setting and make good progress from their individual starting points. Children behave well and show kindness, respect and consideration for others. They understand the daily routines, cooperate with their friends and respond positively to staff's guidance. They learn to value healthy lifestyles through activities such as growing fruit and vegetables, enjoying nutritious meals and taking part in community experiences that Inspector: Donna Birch About this setting Unique reference number (URN): 2826313 Address: Holy Family Church Hall Links Road Blackpool Lancashire FY1 2RU Type: Childcare on non-domestic premises Registration date: 22/01/2025 Registered person: Teepee Childcare Ltd broaden their understanding of the world around them. Children leave each day happy, emotionally secure and eager to learn. They develop the confidence, resilience and independence needed for the next stage in their education because they experience a caring environment where they are supported to thrive. Next steps Leaders should strengthen monitoring, coaching and feedback so that staff knowledge and skills continue to improve. Leaders should support staff to make better use of all opportunities to extend children's learning. About this inspection The inspector spoke with leaders, practitioners and the 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. Register(s): EYR, CCR, VCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00 Local authority: Blackpool Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 29 July 2026 Children numbers Age range of children at the time of inspection 1 to 4 Total number of places 42 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? 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