Cherubs Kindergarten Childcare Ltd

Cherubs Kindergarten Childcare Ltd
Unique reference number (URN): 2870723
Address: 18 Cragg Hill, Horsforth, LEEDS, LS18 4NU
Type: Childcare on non-domestic premises
Registered with Ofsted: 01/12/2025
Registers: EYR, CCR, VCR
Registered person: Cherubs Kindergarten Childcare Ltd
Inspection report: 21 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 identify children's needs early and understand how to support children
with a wide range of experiences. Staff recognise that children learn in different ways and
match their approach carefully to each child. Some staff bring energy and excitement which
suits children who enjoy active play. Other staff offer calm and gentle interactions which help
quieter and less confident children feel safe and ready to join in. This thoughtful use of staff
strengths ensures that every child can take part in the curriculum in a way that suits their
learning style and preferences.
Children who have special educational needs and/or disabilities make notable progress.
Staff break learning into small steps and use approaches that help children to build
knowledge and skills seamlessly alongside their friends. They work closely with parents and
other professionals to review what is working and the difference it is making. Staff make
skilful adaptations in the moment which help children to stay comfortable, confident and able
to continue learning throughout the day.
Children benefit from spaces indoors and outdoors where they can take a moment of calm
when they feel overwhelmed. Children explain that they like to sit in the den in the garden
when they want some 'peace and quiet'. Children see themselves reflected in activities and
interactions. Staff are careful to highlight that families come in many different forms, helping
children to feel included and ensuring no child feels that their own family structure is unusual
or overlooked. Children who speak more than one language enjoy hearing staff and friends
use words from other languages, which helps them to feel proud of who they are and
accepted within the group. Leaders and staff understand the challenges that disadvantage
can bring and use additional funding thoughtfully so that all children can enjoy experiences
they might not otherwise have. For example, children with an interest in animals, who may
not have the opportunity to visit farms with their families, enjoy caring for the goats in the
garden.
Achievement Expected standard
Children achieve well overall, across all areas of learning and from their starting points.
Children who have special educational needs and/or disabilities achieve particularly well
because their learning builds precisely on their current knowledge and skills. They progress
very well through a carefully planned, sequenced curriculum that is designed to recognise
every small achievement.
Toddlers quickly develop independence in routines such as snack and lunch time. Older
children enjoy their learning and engage positively in activities that generally support early
literacy, mathematics and physical development. They become confident talkers who readily
share their thoughts and ideas. Children very much enjoy their time outdoors and are

curious about the world around them. They learn about growth, change and where food
comes from when they plant, care for and eventually serve vegetables for their lunch.
Children develop friendships and learn to work cooperatively with others. For example, they
work together to secure a rope to equipment and move it around the room safely. Overall,
children build a secure foundation of skills and knowledge that prepares them typically well
for what comes next in their learning.
Behaviour, attitudes and establishing routines Expected standard
Leaders have developed a culture of mutual respect and fairness, with high expectations for
both staff and children. Staff take a positive approach to supporting children's behaviour for
example, by teaching them the 'golden rules'. They take account of children's age and
abilities when supporting their behaviour, responding promptly to children's cues and
adjusting activities or expectations when needed. Children behave well and show positive
attitudes to learning, overall. For example, they cooperate with their friends and enjoy team
activities such as passing a ball around a circle. They proudly show the stickers they receive
for being kind and helpful. When there are minor disagreements between children, staff
diffuse them quickly. However, children would benefit from increased support to articulate
and manage their emotions and to consider how their actions make others feel. Staff
encourage children to care for their surroundings, which helps them to develop responsibility
and an eagerness to help others. For example, they readily tidy the room and clear up after
meals.
Children's relationships with staff are warm and trusting. The consistency of the key person
arrangements means that children are confident to seek out support or assurance when
they need it. Children benefit from familiar and predictable routines that help them to feel
secure. Staff ensure that these are consistent, leading to a calm and orderly environment.
For example, children know how to take turns and line up to collect their snack and carry it
to the table. Leaders and staff work with parents to highlight the importance of regular and
prompt attendance to help children to feel settled and develop positive habits for the future.
Children's welfare and wellbeing Expected standard
Staff know children well and respond with warmth and sensitivity. Children feel secure
because their key person is a consistent presence throughout the day. Staff are diligent
during care routines and leaders monitor practice to ensure that children's needs are met
well. Leaders have recently strengthened how information about these routines is shared
clearly and in detail with parents. Stringent procedures, such as regular 'head counts',
ensure that children remain well supervised when moving around the setting.
Staff talk to children about what is for lunch and explain the benefits of food, which helps
children to understand how to make healthy choices. Leaders put much thought in to making
sure children are kept safe during meals. For example, they have introduced baskets of
essential items within reach so that staff can remain seated with children and supervise
them closely. Children show increasing independence in routines such as these. They learn
to manage their own care needs, including washing their hands thoroughly at key times
during the day. Staff monitor sleeping children closely to assure their comfort and safety

when resting. Children develop an awareness of ways to keep themselves safe. For
example, they remind one another to climb on the indoor frame one at a time.
Children who become overwhelmed have access to quiet spaces indoors and outdoors. The
new outdoor provision offers calmer environments where children who struggle indoors can
take some time out from the busy setting. Staff are quick to notice children when children
are unsettled and offer comfort and reassurance. However, they do not consistently teach
children the language of feelings, which limits children's ability to understand and work
through their emotions.
Curriculum and teaching Expected standard
Leaders shape a curriculum that focuses closely on children becoming confident and
independent learners. Staff follow this well and use children's interests to shape learning in
meaningful ways. They give children freedom and choices in their play, and generally
support this well. For example, when children talk about sharks, staff refocus their teaching
to include children's ideas, which helps them to stay engaged and curious. At times,
however, staff do not focus as precisely as they could on what children need to learn next.
While they read with warmth and enthusiasm, some books are beyond children's
comprehension. Staff help children to count and notice numbers during everyday play, but
they do not always encourage more capable children to try solving simple problems for
themselves. This limits opportunities to build on what children already know and can do.
Staff create a calm and encouraging learning environment where children feel secure,
confident and ready to take part. They support children's personal, social and emotional
development well by helping them to build friendships, manage small disagreements and
express their ideas with growing confidence. Leaders have recently introduced an outdoor
element to the curriculum. Staff use the newly developed outdoor area thoughtfully to give
children regular opportunities to explore the natural world, investigate changes in the
environment and practise physical skills in meaningful ways. However, staff do not yet have
a deep understanding of how children's movement and coordination develop over time.
Their expectations when planning for physical development are sometimes a little ahead of
what children are ready for, so learning does not always build as progressively as it could.
Leadership and governance Expected standard
There is a positive culture in this setting where everyone feels supported and valued.
Leaders recognise that staff and children have different strengths and celebrate what makes
each one unique. They provide staff with clear guidance, protected time for professional
learning and ongoing support in planning and teaching. Staff benefit from targeted
development opportunities that build their expertise and confidence. For example, some
have recently attended training to strengthen mathematical development, and leaders are
beginning to consider how this learning will be embedded across the whole team.
Leaders maintain effective partnerships with parents. Families describe open, honest
communication and appreciate the detailed flow of information about children's care and
learning, which helps to create consistency between home and the setting. Leaders also
work closely with external professionals, ensuring that children who need additional support
receive it promptly and that plans are reviewed regularly.

Leaders review the provision thoughtfully and show a strong commitment to ongoing
improvement. They encourage staff to reflect on practice, share ideas and work
collaboratively to build quality. This has created an enthusiastic team culture where staff feel
confident to try new approaches. Leaders are already seeing positive impact from recent
developments, such as children showing greater independence and self-esteem as a result
of improvements to the outdoor environment and teaching. Leaders' ambition and drive for
continuous improvement ensure that the setting continues to evolve in ways that benefit
children's learning and wellbeing.
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 eager to begin their day, greeted by familiar faces who help them to feel
secure and ready to explore. Children move confidently between spaces indoors and
outdoors, knowing that they can choose activities that interest them and that staff will be
close by to offer reassurance or encouragement when needed. Children feel cared for
because staff notice the small things, such as when children need a moment of calm, want
to share a new idea, or need help to settle after saying goodbye to their parent.
Children enjoy their learning because it feels meaningful and connected to their world. They
become absorbed in activities that spark curiosity, such as investigating how ice melts in a
water tray or the marks they make by squeezing berries on paper. Children show pride when
they master new skills for example, when they practise moving on the swing or painting
animals. Children who need more support experience learning that is broken down into
small, achievable steps, which helps them to feel confident and capable.
Children attend regularly and on time. They play and learn happily alongside their friends
and feel included in all aspects of the day. They chat together as they build dens, negotiate
roles in imaginative play and share discoveries, such as the bears they find hidden in the
garden. Children show care for one another, offering a hand to a friend who is finding an
activity tricky or reminding others to take turns. They learn about rules and boundaries, often
reminding one another of these, such as when they remind a friend not to 'peek' during hide
and seek.
Parents share wholly positive experiences and express full confidence in the nurturing,
supportive care and learning that their children receive here. Children are happy and settled,
which is supported well by routines that are predictable and close attachments with staff.
They feel safe to express their ideas, try new challenges and seek comfort when needed.
Over time, children develop confidence, independence and a growing understanding of
themselves and others. They are ready for what comes next in their learning.
Next steps
Leaders should support staff to refine teaching, using what they know about children more
consistently to shape learning that builds securely on what children already know and can
do.
Leaders should develop and implement a more sequenced curriculum for physical
development to support children's movement and coordination more effectively.
Leaders should support staff to use consistent approaches that help children to recognise
and name their feelings, develop greater confidence in managing their emotions and to
build empathy and an understanding of others.

Inspector:
Clare Wilkins
About this setting
Unique reference number (URN): 2870723
Address:
18 Cragg Hill
Horsforth
LEEDS
LS18 4NU
Type: Childcare on non-domestic premises
Registration date: 01/12/2025
Registered person: Cherubs Kindergarten Childcare Ltd
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Leeds
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 21 August 2026
Children numbers
About this inspection
The inspector spoke with leaders, staff, 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.

Age range of children at the time of inspection
1 to 6
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.
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