My Ohana Nursery Cheltenham

My Ohana Nursery Cheltenham
Unique reference number (URN): EY483802
Address: Gloscat, Cheltenham Campus, Princess Elizabeth Way, CHELTENHAM, Gloucestershire, GL51
7SJ
Type: Childcare on non-domestic premises
Registered with Ofsted: 17/11/2014
Registers: EYR, CCR, VCR
Registered person: Tinies U.K. Limited
Inspection report: 23 January 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement

Strong standard
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.
Achievement Strong standard
Children make secure progress from their individual starting points. Progress is evident in
children's increasing independence, confidence and communication skills across the setting.
For example, babies independently access their water cups, toddlers confidently follow
visual routines, and pre-school children manage mealtime routines with minimal adult
support.
Children who require additional support make meaningful progress over time. They develop
physical confidence, engagement and participation, enabling them to learn alongside their
peers. Children who receive additional funding develop greater focus and engagement
through targeted physical activities and carefully adapted routines. For example, they are
given extra opportunities to practise physical skills and use supportive resources during
group activities and meals.
Children are extremely well prepared for their next stage of learning. They develop very
positive communication, self-care and social skills, supported by planned transition
activities, such as visits to local schools and role-play experiences.
Behaviour, attitudes and establishing routines Strong standard
Leaders have established clear and age-appropriate expectations for behaviour that are
consistently applied by all staff. Practitioners build warm and highly respectful relationships
with children, helping them to understand routines and respond positively to guidance. For
example, practitioners use tidy-up songs to support smooth transitions. Children
independently prepare for mealtimes and group activities.
Positive behaviour is reinforced through recognition and responsibility. Children proudly
wear wristbands that celebrate behaviours, such as sharing or helping others, and take on

roles such as helper of the day. These strategies consistently support children's
understanding of expectations and promote their confidence and self-esteem. Children's
behaviour is exemplary. Children learn to cooperate and get along with one another during
daily routines and play.
Leaders promote the importance of attendance and punctuality. Staff monitor children's
attendance and follow up absences with families where needed to ensure children's safety
and continuity of learning.
Practitioners skilfully support children to develop awareness of risk. For example, when
outdoor equipment is wet, staff encourage children to assess whether the slide is safe,
provide a towel and support problem-solving. Children respond cooperatively, demonstrating
growing awareness of safety and responsibility. Practitioners adapt expectations sensitively
for younger children and those who need additional support. For example, children who
need help to maintain attention during group times are supported with fidget resources and
are seated close to practitioners so they can remain engaged in routines and activities.
Children's welfare and wellbeing Strong standard
Practitioners provide attentive care that meets children's individual needs. Secure
attachments between children and key persons are evident, particularly in the baby room.
Calm routines and responsive interactions support children's emotional wellbeing extremely
well. For example, practitioners use songs and familiar routines to help babies prepare for
transitions, helping them feel secure and settled.
Practitioners support children to develop independence in personal care routines. Pre-
school children wash their hands independently, put away coats after outdoor play and
manage mealtime routines confidently. They collect their own cutlery and serve vegetables
during lunch. Practitioners sensitively adapt support for younger children and those who
need additional help, such as supporting babies to feed themselves and ensuring resources
are accessible at children's level.
Children develop an understanding of health, safety and emotional wellbeing. Practitioners
use calm spaces effectively, including a sensory room, to support children who need time to
regulate their emotions. The room includes adjustable lighting and sensory resources that
help children relax and regain focus. Practitioners use a range of strategies to support
children to recognise and manage emotions through reassurance, discussion and positive
interaction. This helps to ensure children feel safe and confident in the setting.
Curriculum and teaching Strong standard
Leaders have designed a coherent curriculum that supports children's emotional security,
communication and independence extremely well. Leaders maintain close oversight of the
quality of staff practice through regular time spent in the rooms and shared observations
with staff.
Practitioners implement the curriculum purposefully across the setting. During group time,
staff introduce toddlers to positional language and songs that involve numbers and counting.
They draw children's attention to sounds in words to support early phonological awareness.

For example, children learn to identify that 'Friday' begins with the letter 'F'. Staff provide a
range of opportunities for children to develop their early understanding of mathematics and
literacy through songs, discussions and everyday routines.
Language development is prioritised across activities. In pre-school, children exchange
coins for fruit at rolling snack, applying mathematical knowledge in meaningful contexts.
Practitioners extend thinking through discussion and questioning. During storytelling,
children use props to retell familiar stories and explain how they recognise characters.
Staff carry out accurate assessments of what children know and can do and adapt activities
extremely well to their starting points.
Inclusion Strong standard
Leaders and practitioners embed highly inclusive practice across the setting. They swiftly
identify children who need additional support through ongoing observation, assessment and
positive relationships with families. Staff receive training in the graduated approach, which
helps them recognise emerging needs at an early stage and adapt support appropriately.
Leaders carefully tailor support, review it regularly and adjust it as children's needs change
to ensure that support remains effective.
Practitioners adapt the environment and daily routines thoughtfully to support children's
development. For example, in the baby room, staff provide sensory materials and moving
toys that reflect children's interests and encourage exploration. This helps babies remain
engaged and develop confidence and independence during everyday routines. In the toddler
room, practitioners skilfully support children who need additional help with communication
and physical development through visual cues, predictable routines and guidance from
external professionals. These approaches help to nurture children's confidence and help
them to understand expectations and participate alongside their peers.
Children who receive additional funding benefit from targeted support linked closely to their
needs. Practitioners skilfully adapt routines by using story props to maintain attention and
providing small sensory items during group activities. Leaders also ensure that children
known or previously known to children's social care receive additional opportunities to
develop confidence and wellbeing. For example, they attend physical activities such as
football sessions on the days they attend the setting. Partnerships are highly effective.
Leaders monitor progress closely and work with parents, carers and professionals to reduce
barriers to learning.
Leadership and governance Strong standard
Leaders are highly reflective of the setting's strengths and priorities. They are committed to
making decisions in the best interests of children. Staff are deployed thoughtfully to support
continuity and stability, particularly for children who require additional support. Flexible
arrangements are introduced where needed to support children's wellbeing and engagement
effectively.
Staff wellbeing is considered carefully. Leaders provide regular supervision meetings and
opportunities for informal discussion. Professional development is matched thoughtfully to

staff's strengths and the setting's priorities, including children's communication and language
development.
Leaders work extremely well with parents, the local authority and external professionals.
They have also responded appropriately to safeguarding concerns in the past, working with
relevant agencies to ensure concerns are addressed promptly.
Leaders strive for continuous improvement. For example, they plan rigorously on ways to
enhance opportunities for staff to share their professional reflections. They scrutinise
assessment tools to continually strengthen the processes for identifying and meeting
individual children's needs.
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 experience a warm, welcoming and inclusive environment where they feel safe,
valued and secure. Positive relationships with consistent key persons help babies and
children settle quickly and build trusting attachments. Practitioners know children extremely
well and respond sensitively to their individual needs. Babies explore the environment with
increasing confidence. They eagerly access resources placed at their level, including
sensory materials and familiar objects that stimulate their curiosity and continually promote
their early development.
Children are confident and motivated learners. They make independent choices throughout
the day and take increasing responsibility for routines. For example, children serve
themselves fruit at snack time, pour their own drinks and take on roles such as helper of the
day. These experiences help children to steadily develop independence and confidence
while learning to cooperate with their peers.
Children enjoy rich opportunities to develop their communication and thinking skills.
Practitioners engage children in stimulating and meaningful conversations during play and
routines. For example, during storytelling sessions, children use props to retell familiar
stories and answer questions that encourage them to think about characters and events. At
snack time, children exchange coins for fruit, which helps them practise counting and
develop early mathematical understanding.
Children benefit from a wealth of opportunities to learn to manage their emotions and
develop positive relationships with others. Practitioners provide reassurance and use calm
spaces to help children regulate their feelings when needed. Children who need additional
support benefit from carefully adapted routines and resources that help to capture their
interest and engagement during activities.
Children benefit from experiences beyond the setting, including visits to the local library and
a nearby care home. These opportunities are highly effective to help children develop
confidence, strengthen their social skills and build a sense of belonging within their
community.
Next steps
Leaders and those responsible for governance 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 disabilities, those who are known (or
previously known) to children's social care, and those who may face other barriers to their
learning and/or wellbeing.

Inspector:
Arianna Saccente
About this setting
Unique reference number (URN): EY483802
Address:
Gloscat, Cheltenham Campus
Princess Elizabeth Way
CHELTENHAM
Gloucestershire
GL51 7SJ
Type: Childcare on non-domestic premises
Registration date: 17/11/2014
Registered person: Tinies U.K. Limited
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:30
Local authority: Gloucestershire
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 23 January 2026
About this inspection
The inspector spoke with leaders, staff, parents and 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.

Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
52
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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