URN EY498094 · Inspected 2026-08-26 · Published 2026-09-30 · Inspector: Donna Frost
Ladybirds Early Years Care & Education Unique reference number (URN): EY498094 Address: Pilton Causeway, BARNSTAPLE, Devon, EX32 7AA Type: Childcare on non-domestic premises Registered with Ofsted: 07/01/2016 Registers: EYR, CCR, VCR Registered person: Ladybirds (Barnstaple) Limited Inspection report: 26 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 Children make progress from their starting points across the areas of learning. They develop communication skills through songs, stories and conversations with staff. For example, babies join in with number songs, while older children talk about what they saw on walks in the local community. This helps children build language skills and learn about the world around them. Children develop physical skills and independence through play and daily routines. They climb, balance and move safely outdoors. Younger children learn to feed themselves and use open cups. Older children develop the skills they need for their next stage of learning. For example, they recognise their names, manage personal care routines and follow simple instructions during group activities. Children with special educational needs and/or disabilities, disadvantaged children and children facing barriers to learning receive support that helps them learn alongside their friends. As a result, children gain the knowledge, skills and confidence they need for their next stage of learning. However, staff do not always explain activities clearly or build on children's learning during activities. This sometimes limits opportunities for children to deepen their thinking and learning. Behaviour, attitudes and establishing routines Expected standard Leaders promote expectations for behaviour and routines across the setting. Staff help children understand what is expected of them and use consistent approaches to support behaviour. They focus on praise, encouragement and helping children manage their feelings. Staff also share behaviour support plans so children receive a consistent approach. Children form positive relationships with staff and their friends. They play together, take turns and show respect for others. For example, staff respond very promptly to any minor incident, supporting children to understand and manage their emotions. Children feel safe to express their needs, and staff respond with care and reassurance. Children show positive attitudes to learning. They generally join activities and move between experiences with confidence. Children enjoy learning and typically engage well with the experiences available to them. Leaders monitor attendance and follow up unexplained absences promptly. Staff contact families when children do not arrive as expected and work with parents to promote regular attendance. Children, including those with special educational needs and/or disabilities, disadvantaged children and children facing barriers to learning receive support that helps them take part in routines and activities alongside their peers. However, staff do not always implement routines consistently. At times, quieter communication and delayed responses to children reduce opportunities for all children to fully engage in transitions and daily activities. Children's welfare and wellbeing Expected standard Children benefit from warm and caring relationships with staff who know them well. Staff understand each child's needs, interests and circumstances. They use this knowledge to provide the right support and help children feel safe, valued and included. Children who face barriers to learning or wellbeing receive targeted support. Staff work closely with families and other professionals to help meet their needs. Children build secure attachments with familiar adults. They confidently seek comfort, reassurance and support when needed. Staff respond sensitively to children's emotional needs and help them recognise and talk about their feelings. For example, staff calmly comforted a child who became upset and asked for their mummy, helping them feel safe and reassured. As a result, children feel safe, secure and emotionally supported. However, staff do not always organise mealtimes and changes between activities consistently. At times, children wait longer than necessary, and staff miss opportunities to promote independence during mealtimes. This occasionally limits children's self-help skills, reduces their engagement and disrupts the flow of daily routines. Curriculum and teaching Expected standard Leaders have planned a curriculum that helps children learn the knowledge and skills they need for their next steps. Staff know children well and use their interests and needs to support learning. Children enjoy a range of experiences indoors and outdoors that help them learn through play. Children develop their communication and language skills through songs, stories and literacy activities. For example, older children clap out the sounds in words to support their phonics development. Staff support children's thinking through discussion and questioning, helping them to compare sizes, solve problems and test different ways of making structures stable. Children learn early mathematics as they count, compare amounts and use words such as 'more' and 'less' during activities and routines. Children make choices in their play and follow their own interests. For example, children used toy dinosaurs to make paint prints and explored the marks and colours they created. Staff supported their learning by talking about colour, size and shape. Children generally build independence as they choose resources, serve food and manage daily routines. Children with special educational needs and/or disabilities and those who face barriers to learning receive support that meets their individual needs. They access the curriculum alongside their friends. Staff adapt activities and use strategies that help children take part in learning and make progress from their starting points. As a result, children enjoy learning and develop knowledge and skills across the curriculum. However, staff do not always deliver activities and routines consistently. At times, staff do not explain activities clearly or support learning well enough. This can reduce children's engagement and limit opportunities to extend their thinking and learning. Inclusion Expected standard Leaders and staff identify children's needs early. They work with parents and other professionals to make sure children get the right support. Leaders generally check children's progress often and change support when needed to improve their wellbeing or learning. Children with special educational needs and/or disabilities receive help that meets their needs. Staff follow advice from speech and language therapists, teachers of the deaf and other specialists. Leaders also help families access services, assessments and extra support when needed. Leaders use individual support plans, targeted funding and regular reviews to identify and reduce barriers to learning. For example, additional funding helps provide extra staffing and tailored support for children who need help with communication, emotional regulation or social interaction. Leaders help families access advice, support groups and specialist services. They also put plans in place to help children move between rooms and prepare for school. Leadership and governance Expected standard Leaders generally provide clear direction for the setting and maintain oversight of quality and standards. They understand the nursery's strengths and use self-evaluation to identify areas for improvement. Leaders take action when needed. For example, they identified the need to further support staff in managing children's behaviour. They also consider staff wellbeing and workload. Staff feel comfortable sharing ideas, reflecting on their practice and raising concerns. Partnerships with parents are positive. Parents value the care, advice and support they receive, especially during significant changes in family circumstances. Staff share information about children's learning through the app and daily handovers. Most parents feel well informed. However, some would welcome more information about their child's learning and development. Children take part in regular walks in the local community. These experiences help them learn about the world around them and develop their communication skills. Leaders put children's needs first, especially those who are disadvantaged, have special educational needs and/or disabilities (SEND) and children facing barriers to learning or are known to social care. They use additional funding well to provide targeted support and promote inclusion. This helps children make progress from their starting points. Leaders work closely with other professionals, including speech and language therapists, SEND advisors, health visitors and social workers. They use advice from these professionals to plan support, assess progress and meet children's individual needs. This joined-up approach helps children access the support they need to learn, develop and thrive. 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 happy and ready to start their day. They separate from their parents with confidence and quickly join activities and play. Children build close relationships with staff who know them well and respond to their needs. Staff offer comfort, reassurance and support when children need it. As a result, children feel safe, secure and valued. Children who experience changes in their home lives, or who need extra support, receive consistent care that helps them settle and feel that they belong. Children enjoy a range of learning experiences indoors and outdoors. They explore, investigate and follow their interests with enthusiasm. For example, children used toy dinosaurs to make prints with paint and explored how colours changed when mixed together. Children develop communication skills through songs, stories and conversations. They build early mathematical knowledge as they count and compare and use language such as 'more' and 'less' during play and daily routines. Children enjoy visits into the local community, where they learn about the world around them and talk about their experiences when they return. Outdoors, children climb, balance and explore resources independently, developing physical skills and confidence. Children achieve from their starting points. Children with special educational needs and/or disabilities and those who face barriers to learning receive support that meets their individual needs. For example, children use visual prompts and personalised communication strategies that help them join activities, play alongside their friends and become more independent. Children develop the knowledge, skills and behaviours they need for their next steps in learning. Children play alongside their friends and take part in all aspects of nursery life. They learn to take turns, share resources and show consideration for others. Children behave appropriately for their age and stage of development and develop confidence in expressing their ideas, needs and feelings. Children feel included, supported and cared for. However, staff do not always support activities and routines consistently. This reduces children's engagement and limits opportunities for children to extend their learning, develop independence and strengthen their wellbeing. Next steps Leaders should improve the organisation of mealtimes and transitions so children spend less time waiting, remain engaged in learning, develop independence and benefit from a smoother daily routine. Leaders should strengthen staff practice so they respond promptly to children's needs, deliver activities consistently, explain learning clearly and extend children's thinking through purposeful interactions daily. About this inspection The inspector spoke with leaders, practitioners, the special educational needs coordinator and assistants during the inspection. Inspector: Donna Frost About this setting Unique reference number (URN): EY498094 Address: Pilton Causeway BARNSTAPLE Devon EX32 7AA Type: Childcare on non-domestic premises Registration date: 07/01/2016 Registered person: Ladybirds (Barnstaple) Limited Register(s): EYR, CCR, VCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00 Local authority: Devon Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 26 August 2026 Children numbers Age range of children at the time of inspection 0 to 6 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. Total number of places 100 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. 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