Cheeky Monkeys Day Nursery Ltd

Cheeky Monkeys Day Nursery Ltd
Unique reference number (URN): 2689185
Address: Cheadle Road, Uttoxeter, ST14 7BY
Type: Childcare on non-domestic premises
Registered with Ofsted: 06/06/2022
Registers: EYR, CCR, VCR
Registered person: Cheeky Monkeys Day Nursery Limited
Inspection report: 12 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.

Expected standard
Achievement Expected standard
Typically, babies and children, including those with special educational needs and/or
disabilities (SEND) and disadvantaged children, make progress across the 7 areas of
learning. Children develop physical skills as they learn to balance on beams and join in
songs, such as 'jelly on a plate', which helps children practise steady movements. In
addition, children learn to grasp tweezers to pick up plastic minibeasts and pound and poke
dough to strengthen their wrists. Children learn to play alongside their friends as they fill and
empty jugs of water. They enjoy looking closely at minibeasts. For example, they learn about
the features, such as colours and stripes, and learn to accurately name colours.
All children learn new words, such as 'full', 'empty', 'under' and 'poke'. They use this
vocabulary confidently in their play. Furthermore, children, including those with SEND, learn
sign language, such as 'more' and 'thank you'. This develops their communication and
language skills effectively. Generally, children are prepared for the next stage in their
learning. However, older children do not always benefit from age-appropriate teaching. This
means that their achievement is not always promoted, to help them make even more
progress in their learning and development.
Behaviour, attitudes and establishing routines Expected standard
Children behave extremely well. They are taught to use the setting's rules, such as 'kind
hands' and good manners. For example, staff remind children to say 'thank you' through
communication strategies, such as sign language. Staff use behaviour-reward systems and
give children frequent praise. Children respond positively and show cooperative behaviour.
This contributes to children's calm behaviour. Leaders monitor and promote attendance
across the setting. They ensure that families are supported to help their children develop
positive attendance habits for their future success.
Leaders and staff have established clear routines across the setting. For example, during
snack and lunchtimes, children demonstrate an understanding of expectations. This helps to
support calm and well-managed transitions throughout the day. Children, including those
with special educational needs and/or disabilities and disadvantaged children, typically
develop positive, warm relationships with staff and their friends. They play happily alongside
one another in sand and water. Staff introduce vocabulary, such as 'scoop' and 'pour', and
remind children to share. As a result, children develop their personal, social and emotional
skills.
Children's welfare and wellbeing Expected standard
Children, including those with special educational needs and/or disabilities and
disadvantaged children, benefit from healthy and nutritional meals cooked on site. For
example, children enjoy pears, yoghurts, macaroni cheese and vegetables, including
broccoli, carrots, peas and sweetcorn. They independently access drinking water and milk.
Typically, all children are safe and secure in their environments. Staff carry out regular risk

assessments to ensure that children are kept safe. Children follow some health and self-
care routines. For example, they go to the toilet, get their sun hats on for outdoor play and
put on their own shoes. However, staff do not always support children to wash their hands.
Leaders and staff are yet to establish consistent handwashing practices to further promote
children's health and self-care needs.
Staff develop warm and nurturing relationships with all children in their care. They know
children well. For example, they recognise when babies need reassurance and follow
routines from home, such as feeding and sleeping. This helps to meet children's personal-
care needs.
All children benefit from being outdoors. They climb, run and enjoy water play, which
supports their physical development and confidence. Staff support younger children as they
walk along beams and hold out their hands to guide them. This helps children develop
balance and coordination.
Curriculum and teaching Expected standard
Leaders have typically designed a sequenced curriculum that sets out what children will
learn as they move through the setting. Children, including those with special educational
needs and/or disabilities and disadvantaged children, develop social skills and form warm,
caring interactions as they play. For example, they scoop and pour sand together as they
show growing empathy and turn-taking. Babies confidently select books and turn the pages
one by one. Staff model animal sounds, such as 'miaow' and 'twit-whoo', which babies
eagerly copy. This supports their early communication and language development.
All children benefit from learning experiences to develop their physical and language skills.
For example, they use tweezers to pick up minibeasts and learn new vocabulary, such as
'foraging'. Staff teach positional language. For example, they explain 'under' when objects
fall to the floor and roll under the table. Children also take part in sessions using dough to
build hand strength and coordination. However, staff do not always ensure that children
receive high-quality teaching through the curriculum they offer to children. This means that
at times, teaching is not closely matched to children's developmental needs.
Staff generally develop mathematical language through play. They support younger children
to use words, such as 'full', as they fill their buckets with sand. Older children learn early-
number skills. For example, they roll a dice and count the dots one by one. Staff encourage
children to add 2 numbers together using their fingers. However, children are not always
fully engaged because some activities are pitched too high. As a result, children do not
consistently build secure mathematical knowledge that matches their age and stage of
development.
Inclusion Expected standard
Typically, leaders and staff use assessment to identify children's emerging needs and
interests. They use this to plan activities to support children's learning and development. For
example, children, including those with special educational needs and/or disabilities, benefit
from staff's knowledge of their individual needs. Leaders and staff work closely with parents
and carers and other professionals to ensure that support is well coordinated. Staff use

communication strategies, such as sign language to help children learn new words. For
example, during lunchtime, staff sign 'more' and 'thank you'. This helps children understand
what is expected of them and supports their developing communication skills.
Children in receipt of early years pupil premium are well supported through carefully chosen
resources that leaders purchase to meet their individual needs. Staff use their knowledge of
children's interests, such as role play and outdoor exploration, to select equipment and
resources that help children engage and develop their skills further. Parents report that
leaders and staff support their children's physical development effectively. They comment on
how staff act on advice from external professionals, such as physiotherapists, to help
children make progress from cruising to walking.
Leadership and governance Expected standard
Typically, leaders ensure they implement the early years foundation stage statutory
requirements effectively. They are passionate about the provision they provide and
understand the strengths and priorities for improvement. For example, they have plans in
place to further develop the outdoor curriculum to enhance children's learning and
development. However, leaders are yet to ensure that all staff consistently receive the
training and development needed to further enhance their knowledge and skills.
Staff feel valued by leaders. They say that leaders support their wellbeing and workload
effectively. Leaders and staff have a clear understanding of the context of the local area.
They work in collaboration with other professionals, such as physiotherapists and public
health to help and support families with the challenges they face. For example, partnerships
with public health have ensured that children, parents and carers are fully informed about
the importance of toothbrushing. This benefits children's health and builds on the setting's
work with families.
Parents report how happy their children are at this caring, nurturing setting. They say the
online communication tool is extremely effective in maintaining a 2-way flow of information
between them and the setting. This helps to keep parents fully informed and involved in their
children's experiences.

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 greeted warmly as they arrive in this nurturing setting. They separate from their
parents and carers happily and with confidence. Staff are on hand at the door to guide
children calmly into their rooms. This helps to support children's smooth transitions. All
children independently put away their belongings and demonstrate growing responsibility.
Those who arrive for their afternoon session, settle quickly and immerse themselves in
activities straight away. Younger children benefit from clear modelling. For example, staff
show children how to use magnifying glasses and introduce them to new vocabulary, such

as 'foraging', and discuss the features of minibeasts. This helps to support children's
language development and develop an understanding of the world around them. Children
have developed close bonds with staff and their friends. They naturally seek out staff for
comfort and cuddles when they get upset. This helps children to develop a sense of
emotional security and wellbeing.
Babies explore resources, such as spinning tops, with curiosity. They smile and clap as they
watch when it spins. This develops their physical development as they try to have a go and
repeat movements. Children behave extremely well. They respond positively to clear
expectations, such as using 'kind hands' and showing good manners. For example, staff
remind children, including those with special educational needs and/or disabilities, to say
'thank you' through communication strategies, such as sign language. As a result, children
demonstrate respect, kindness and consideration for others.
Children benefit from healthy, nutritional meals that are cooked on site. They enjoy a varied
menu, including fresh fruit, yoghurts, macaroni cheese and vegetables such as broccoli,
carrots, peas and sweetcorn. Children independently access drinking water and milk
throughout the day. Staff support children's understanding of making healthy choices.
Leaders monitor attendance closely and maintain good attendance across the setting. This
ensures that children benefit from familiar routines and learning experiences on offer.
Next steps
Leaders should strengthen the curriculum so that children consistently receive high-
quality, age-and-stage appropriate teaching that is securely embedded across the
provision, to help children make even more progress.
Leaders should strengthen staff's knowledge of mathematics for older children so that
they are ready for their next age and stage of education.
Leaders should support staff to embed consistent handwashing practices so that
children's health and self-care needs are effectively promoted.
Leaders should strengthen the training they provide so that all staff build on their
knowledge and skills even further.
About this inspection
The inspectors spoke with the leaders, the special educational needs coordinator, staff,
parents, carers 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.

Inspectors:
Reena Rai-Aheer
Dal Malhi
About this setting
Unique reference number (URN): 2689185
Address:
Cheadle Road
Uttoxeter
ST14 7BY
Type: Childcare on non-domestic premises
Registration date: 06/06/2022
Registered person: Cheeky Monkeys Day Nursery Limited
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Staffordshire
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 12 August 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
107

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.
Piccadilly Gate
Store Street
Manchester

M1 2WD
T: 0300 123 1231
Textphone: 0161 618 8524
E: enquiries@ofsted.gov.uk
W: www.gov.uk/ofsted
© Crown copyright 2026
© Crown copyright