URN 2518261 · Inspected 2026-08-28 · Published 2026-09-25 · Inspector: Rachael Barrett
Dream Catchers Nursery Unique reference number (URN): 2518261 Address: Unit 3, Stone Row Way, Rotherham Road, Parkgate, Rotherham, Yorkshire, S60 1SG Type: Childcare on non-domestic premises Registered with Ofsted: 05/03/2019 Registers: EYR, CCR, VCR Registered person: Dream Catchers Nursery Ltd Inspection report: 28 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 Achievement Strong standard Children make significant progress from their individual starting points and have secured the knowledge and skills they need for their next stage of learning. Babies and young children embed these important skills and knowledge. They develop secure foundations in all areas of learning, enabling them to build successfully on their knowledge and skills. For example, young babies confidently follow familiar daily routines, responding independently to consistent cues, such as a welcome song. They confidently choose the song spoon they want to sing along to and independently join in with the actions to the songs. All children, including those who speak English as an additional language and those who face other barriers to learning, make excellent progress. Staff quickly identify their needs and provide early, effective and targeted support. As a result, children rapidly develop their communication skills, confidently using an increasing range of vocabulary, gestures and simple sentences to express themselves. Children are confident, motivated learners who actively explore the stimulating environment and engage deeply in experiences that reflect their interests. They demonstrate curiosity, resilience and a willingness to try new experiences. All children demonstrate confidence in their physical skills. Young babies sit up with confidence, and older babies take their first steps. Toddlers are moving with increasing confidence and begin to climb on outdoor equipment. Older children run, climb and balance on outdoor climbing equipment with skill and independence. Behaviour, attitudes and establishing routines Strong standard Children demonstrate consistent positive behaviour and attitudes to learning. Leaders have established clear, predictable routines that are fully embedded throughout the setting. Babies quickly become familiar with what happens next, giving them a deep sense of security and supporting their emotional wellbeing. Staff are highly skilled in promoting children's emotional development. They successfully help babies recognise and name their feelings, laying firm foundations for future emotional regulation. Staff know each child very well and use their detailed knowledge to anticipate behaviour, intervening proactively to meet children's needs before frustrations arise. They adapt routines in the moment to ensure that every child, including those with special educational needs and/or disabilities, is fully supported. For example, staff recognise when individual children need additional time to engage in play before joining mealtimes, helping them to remain settled and engaged. Staff are very positive role models. Their gentle approach and understanding of each child's unique needs helps every child to feel respected and understood. As a result, this helps create a highly inclusive environment where all children feel valued and develop a strong sense of belonging. Staff consistently promote independence through everyday routines, encouraging children to feed themselves, wipe their faces and make simple choices. Babies form secure relationships with caring adults and begin to develop positive interactions with their peers. Staff provide meaningful praise and celebrate children's achievements. This fosters confidence, resilience and a genuine enthusiasm for learning. Leaders promote good attendance and punctuality through careful monitoring and positive communication with parents and carers, recognising the importance of regular attendance in supporting children's learning, development and wellbeing. Children's welfare and wellbeing Strong standard Children's welfare and wellbeing are promoted very effectively through warm and responsive relationships with staff. Staff know children very well and are highly attuned to their individual cues, responding sensitively to their needs and providing reassurance and comfort when needed. As a result, babies develop secure attachments, feel safe and show high levels of emotional security and confidence to explore. Staff consistently use simple language, visuals, gestures and facial expressions to help babies understand, make choices and express their needs. Every interaction is purposeful, supporting children's early language development and emotional wellbeing very effectively. Leaders ensure that healthy lifestyles are fully embedded throughout the provision. Children enjoy nutritious meals and snacks prepared by the cook. Staff provide daily consistent opportunities for all children to enjoy outdoor play, whatever the weather. Very well- established hygiene routines support their health and wellbeing. Staff consistently follow safer sleep procedures and robust hygiene practices to ensure that babies remain safe. Babies develop independence appropriate to their age and stage of development. They make simple choices during play. They begin to manage aspects of self-care, such as finding their own drinks, and willingly help to tidy away the toys. During mealtimes, staff sit alongside children, modelling and supporting age-appropriate self-feeding skills while responding sensitively to each child's individual needs and stage of development. Mealtimes are a social occasion and an opportunity for children to reflect on their learning and activities they have enjoyed. Curriculum and teaching Strong standard The curriculum that leaders and staff provide is ambitious and sequenced. It reflects the needs and interests of individual children and is highly flexible. Leaders and staff know children well and skilfully consider all the possible learning outcomes for all children. Staff provide appropriate challenge to children, and this helps to make activities and learning more purposeful. For example, staff recognised that many children who expressed an interest in planting and growing food did not have gardens at home. As a result, staff provided children with opportunities to actively engage in planting and growing fruit and vegetables at the setting. Children delight in talking about what they have grown from seeds and enthusiastically recall how they have grown the courgettes and peppers they have prepared for snack. They confidently use knives to chop the vegetables and encourage their friends to taste the fruits of their labour. Through these experiences, they learn about how things grow and develop important skills for life. In addition, the cook plans healthy meals, which incorporate the vegetables and fruit the children have grown. Staff provide children with appropriate support, challenge and questioning that initiates a lot of shared thinking between staff and children. This helps children to deeply engage and engross themselves in their learning. Teaching across the staff team is consistently strong, and there are many experienced staff who display high-quality teaching practice and positive interactions. This helps children to make significant progress from their starting points. Staff act as very positive role models and show a strong sense of pride in what they do to enrich children's lives. This inclusive approach helps ensure that all children, including those who may face barriers to learning and/or those with special educational needs and/or disabilities have the same access to the broad and varied curriculum as their peers. Children receive a consistent and high-quality education programme. Staff ensure that all children are well supported as they progress through the setting. The well-planned transitions and consistent staff ensure that all children make the best possible progress in preparation for school. Inclusion Strong standard Inclusion is well embedded throughout the setting, and every child is valued as an individual. Staff identify young children's individual needs at the earliest opportunity and respond promptly to ensure that they receive the support they need to thrive. They are committed to providing an inclusive environment where all children, including those who speak English as an additional language and those with special educational needs and/or disabilities, can fully participate in the setting. Staff consistently use simple language, songs, gestures and visual prompts to support all children's understanding and communication. They skilfully adapt their interactions and teaching to meet each child's stage of development, ensuring that all children can access learning experiences successfully. For example, staff use visual cues to help children participate confidently in daily routines. They recognise when expectations need to be adapted to reflect children's developmental needs, such as adjusting the length of activities to maintain engagement and success. Leaders work proactively with children's social care to ensure that children who are known to, or have previously been known to, social care receive the support and opportunities they need to thrive and achieve positive outcomes. Regular observations and assessments inform collaborative planning to ensure that support is well coordinated. This enables children to make excellent progress from their individual starting points while feeling safe, included and valued within the setting. Leadership and governance Strong standard Leaders have a secure oversight of the setting. They have a thorough understanding of the needs of the children and families it serves. Leaders show a deep commitment to providing high-quality care and education. Adaptations are made to respond to children's emerging needs. This approach ensures that children remain at the heart of planning and decision- making. Parents and carers consistently express their gratitude to the leaders and their team for providing their children with the best start in their learning and development journey. They praise the regular and consistent communication and ideas for learning and support at home. Parents feel fully informed about their children's experiences, learning and development. This has a positive impact on children as parents are able to extend their learning at home. Parents are also able to follow routines and strategies at home, which support children with barriers to their learning and ensures consistency for children. Leaders prioritise training and development of all staff. For example, many have undertaken training on how to support children's emotional regulation and behaviour. This has a positive impact on how staff support children's changing behavioural needs. Leaders value staff and support them in both their work and welfare. Workloads are appropriately managed. All staff comment that they feel confident when approaching leaders with concerns or to ask for further professional development opportunities, which will help to develop their skills even further. Leaders are committed to improving their practice and have created a supportive and reflective culture. As a result, staff feel motivated, and children enjoy consistent high- quality care and learning. 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 All children, including those with special educational needs and/or disabilities and those who face other barriers to their learning, thrive at this warm and welcoming setting. Leaders and staff take time to get to know each child and create a home-from-home environment where children and families feel safe, relaxed and secure. Children enjoy a broad and balanced curriculum across the setting. They take part in exciting experiences that help them learn vital life skills. For example, children visit the local pet shop and enjoy trips in the local area, which help them to appreciate the wider community and beyond where they live. Children plant vegetables and fruit in the garden area and help prepare these to create healthy meals provided by the cook. Children learn the importance of providing enough water and sunlight to help the plants grow. Staff immerse children, including babies in a range of different books about animals, insects, aquatics and the wider natural world around them. They incorporate children's interests in the natural world as they plan everyday activities. This helps children to develop a keen interest in their own learning. Children move confidently between the indoor and outdoor areas. They choose activities that interest them and take an active role in their learning. Staff provide a balance of child- led activities and those that are supported by adults. For example, babies independently choose song spoons for staff to sing to them. Staff encourage babies to join in with the songs and actions. With support, babies develop their physical development and explore the learning environment with ease. Older children have the choice to play inside or outside where staff consider how they can tailor activities to reflect individual interests and promote ongoing learning outcomes across the 7 areas of learning. Staff embed routines across the setting, which help children to develop a sense of belonging. They introduce familiar activities every day that spark children's excitement and curiosity. These activities embed high expectations for engagement and behaviour, and children know what is expected of them. Leaders and staff are excellent role models and treat children with kindness and respect. They create a harmonious, caring atmosphere where everyone feels valued. As a result, children learn to be kind, work together and show consideration to others. Families are warmly welcomed and leaders support parents and carers to recognise the importance of regular attendance. Parents speak very highly of the inclusive and nurturing environment their children experience. They comment on the consistency and professionalism of all staff, including the variety of ways staff keep their children happy and safe. Parents comment about the difference the setting has made to their child's early start in their learning and recognise the significant development they see in their child's progress from when they started at the setting. Next steps Leaders should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or Inspector: Rachael Barrett About this setting Unique reference number (URN): 2518261 Address: Unit 3, Stone Row Way, Rotherham Road, Parkgate Rotherham Yorkshire S60 1SG Type: Childcare on non-domestic premises Registration date: 05/03/2019 Registered person: Dream Catchers Nursery Ltd Register(s): EYR, CCR, VCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00 Local authority: Rotherham Facts and figures used on inspection This data was available to the inspector at the time of the inspection. disabilities and those who are known (or have previously been known) to children's social care. About this inspection The inspector spoke with the manager, children, staff 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. This data is from 28 August 2026 Children numbers Age range of children at the time of inspection 0 to 8 Total number of places 55 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