Ipswich Early Years

Ipswich Early Years
Unique reference number (URN): 2885051
Address: St Clare House Princes Street, Ipswich, IP1 1LH
Type: Childcare on non-domestic premises
Registered with Ofsted: 12/03/2026
Registers: EYR
Registered person: Mayfair Set OPCO Ltd
Inspection report: 25 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 demonstrate that they are confident, secure and comfortable in the nursery.
Children's curiosity is inspired by the child-friendly environment and presentation of
activities. They develop a positive attitude to learning. Children typically show that they
enjoy their learning. They are enthusiastic to try new things.
Children's personal, social and emotional development and communication and language
skills are developing well overall, including those of children with special educational needs
and/or disabilities (SEND) or children who are learning English as an additional language.
Children, including the youngest babies attending, show increasing confidence and
independence. For example, they happily engage with the inspector in their play. They
giggle as they play 'peekaboo' using coloured scarves. Babies gesture and confidently seek
support when needed. Children learn the skills required to ensure they are suitably prepared
for their transition to the next room or school. All children, regardless of their starting points
and including children with SEND or barriers to learning, make progress as the strategies in
place swiftly identify emerging needs. Some minor weaknesses in the consistency of
teaching, however, impact on some children's ability to achieve to a higher level.
Behaviour, attitudes and establishing routines Expected standard
Staff promote positive behaviour and attitudes through the daily routines in place. They
promote clear expectations and are skilful in their interactions with children. Respectful staff
model expectations well. They are gentle in their approach and speak with kindness to the
children. They welcome and value children's views, and listen to what children have to say.
Staff respond calmly and sensitively, and help redirect play appropriately when children
struggle or become frustrated. The provision of a well-equipped sensory room provides
children who may feel overwhelmed with an additional space and opportunities to relax. This
also helps them regulate their emotions and supports them to return to positive play.
Children typically show growing independence, cooperation and confidence during daily
routines. For example, they listen to instructions and hold hands as they walk sensibly to
play in the garden. Staff encourage children to take responsibility and help tidy resources or
change themselves independently, while providing reassurance and guidance. Children
generally follow familiar routines increasingly well and take pride in completing tasks.
Children demonstrate very positive behaviour. Leaders and staff work closely with parents
and carers to support consistent expectations. Leaders promote the importance of regular
attendance. They are flexible around families' individual needs, and while they encourage
punctuality, they recognise the difficulties that some families face. Leaders tailor settling-in
sessions and starting times to accommodate parents and ensure children's attendance.
Children's welfare and wellbeing Expected standard
Leaders and staff are responsive to children's care needs. For example, they respect and
follow babies' individual routines. They are calm and nurturing and offer lots of cuddles and

reassurance when needed, which provides emotional security. An effective key-person
system is in place, and all staff speak knowledgeably of all children attending. While children
are typically supported to develop self-care skills, this is not securely embedded in practice
throughout the nursery. For example, babies learn to feed themselves with spoons,
developing their confidence and coordination. Older children learn to use the toilet
independently and to wash their hands. On occasions, however, some children are not
encouraged to wash their hands before eating or when they sneeze and cough, particularly
during mealtimes. This means that children do not consistently learn the importance of good
hygiene practices. Children enjoy a range of healthy snacks and meals that are freshly
cooked each day.
Staff are respectful of children's personal needs during care routines. For example, staff
kindly ask babies if they may change their nappy. They ensure children's privacy and dignity
at this time. They are aware when the babies are teething or feel tired, and are attentive and
responsive. Babies are soothed and are offered their comforters. A cosy sleep room enables
children to sleep peacefully, uninterrupted yet closely monitored. Staff demonstrate a sound
knowledge of the government guidance on sleep to ensure children's safety. Children feel
safe and secure, and are supported by staff to express their emotions and describe how
they are feeling. Staff are gentle in their approach as they support children to understand the
impact of some behaviours on others, for example when children struggle to share and take
turns. Staff interactions with children are positive and contribute to children's overall
emotional wellbeing.
Curriculum and teaching Expected standard
Leaders and staff typically have a sound knowledge of child development and how to
provide children with an inclusive and ambitious curriculum. Some staff lack confidence in
delivering some activities. For example, staff do not always deliver well-planned adult-led
activities, such as listening to sounds in the environment. Consequently, children are not
always able to engage in group activities. Staff ensure that children can access all activities
and high-quality resources available. Staff generally provide children with the skills to be
independent learners. This creates a secure foundation for future learning and a smooth
transition to school. Staff promote children's communication skills. For example, they
engage children in meaningful conversations and introduce new words to extend their
vocabulary. Children are confident communicators and they discuss the cars and models
they make. They talk in great detail and with imagination about the superpowers and
abilities their car will have.
Initial assessments and ongoing observations are completed. Staff have meaningful
discussions with parents and carers regarding their child's progress, and identify what
children already know and can do. They build on children's existing knowledge. Staff
encourage children to count and identify shapes and colours as they play. Children use
mathematical language, such as 'heavy' and 'light', as they manoeuvre resources during
construction play. Toddlers learn about numbers through singing simple and familiar number
songs and rhymes. Children, including babies, relish a familiar 'what's in the bucket' activity.
This is adapted to ensure all children are included. Children show sustained concentration
and listen intently to the descriptive words that staff use and to the sounds that items make.

Inclusion Expected standard
Leaders and staff ensure that an inclusive culture is promoted. The environment is
welcoming and inviting for all children attending. Staff use observations well to inform
planning. They complete initial assessments that help inform next steps in learning. Staff
spend time getting to know each child and their family before they attend. Staff interact well
with the children, and typically have a broad knowledge of child development. This means
that any barriers to learning and/or wellbeing are quickly identified. Close monitoring of
children's progress ensures that any additional support provided has a positive impact on
outcomes.
Leaders ensure that the use of any additional funding, such as early years pupil premium
funding, is purposeful and targeted, for example through the provision of specific resources
or additional training for staff. This ensures that disadvantaged children receive appropriate
support and reach their full potential. Parents describe the support they receive as
'invaluable'. They comment that the staff know their children well. Parents say they feel fully
informed with regard to their child's day and progress. Many comment that their children
have settled well, have gained confidence and are thriving as a result of attending.
Leadership and governance Expected standard
Leaders are committed to providing children with the best possible start. They have a clear
and ambitious vision for what they want children to learn. Leaders have highlighted areas for
improvement as there is an already established culture of self-evaluation. Leaders have a
positive attitude and respond swiftly and effectively when incidents occur or are highlighted.
For example, they prioritise the need to strengthen procedures during mealtimes. This
ensures that children's welfare and individual needs are understood by all staff and
embedded in practice.
Leaders work effectively with parents and carers and external professionals to meet the
needs of children with special educational needs and/or disabilities or who face barriers to
learning. They thoughtfully engage parents in the care and education of their children. They
have daily discussions about their child's day, interests and progress. They routinely
communicate learning and use different methods, such as electronic communication, to
share next steps and ideas in order to continue learning at home.
The nursery has only been open a short while and is growing rapidly. Priority is given to
ensure staff welfare as a new staff team is developing. Staff report feeling valued and
supported by leaders. Generally, training is impactful. For example, all staff complete
mandatory training before they commence their role, such as around first aid, safeguarding
and food hygiene. Typically, staff have opportunities to complete some relevant courses and
apply new knowledge to their practice. Leaders' monitoring is not sufficiently thorough to
identify all weaknesses in practice. For example, they have not identified that all policies and
procedures are not consistently embedded. This means that training opportunities are not
sufficiently targeted to raise the quality of teaching to a higher level.

What it's like to be a child at this setting
Children, even the youngest, arrive happy and enthusiastic to start their day. They are
warmly greeted by happy, nurturing staff. Children are eager to explore their environment
and the activities provided. Children quickly form warm and trusting bonds with a familiar
member of staff, as an effective key-person system is in place. The role of the key person
supports children's individuality, and staff spend time getting to know children as individuals.
Children demonstrate that they feel safe and secure, as they settle quickly. There is a
flexible approach to settling-in sessions. These are tailored to meet each child's individual
needs, and this contributes to children feeling safe and confident in their environment.
Children typically make progress from their starting points. They explore their environment
with increasing confidence. The broad range of learning activities encourages and supports
children's individual interests, promoting their development and progress.
Children have some opportunity to develop physical skills outdoors in the fresh air. They
show enjoyment using ride-on toys, running at speed and balancing using planks. They
thoroughly enjoy their time in the indoor soft-play area, where they learn to jump, roll, slide
and negotiate space well with their friends in order to keep safe. Children also have
immense fun in the indoor garden. They sit and dig holes and fill buckets in the large sand
pit. They dig earth and grow plants. Children show imagination and persevere as they make
large construction models using planks and wooden bricks. All children, including those who
have special educational needs and/or disabilities, make progress in all areas of learning
from their starting points. Children generally learn about healthy lifestyles through daily
routines.
Children are effectively supported by staff to recognise and express their feelings. They
benefit from a well-equipped sensory room that provides children with a calm and reassuring
space to sit quietly and relax. Children's attendance is consistent as leaders work closely
with families to ensure that children have access to their funded entitlement. Children
understand the high expectations of staff and the routines in place. Calm and attentive staff
implement high standards for behaviour. Children show kindness to one another, and their
behaviour is exemplary.
Next steps
Leaders should strengthen monitoring to identify all inconsistencies in practice and target
training more precisely to improve teaching further.
Leaders should strengthen personal care routines for children to build firm foundations for
best hygiene practices, particularly handwashing.

Inspector:
Lynn Hartigan
About this setting
Unique reference number (URN): 2885051
Address:
St Clare House Princes Street
Ipswich
IP1 1LH
Type: Childcare on non-domestic premises
Registration date: 12/03/2026
Registered person: Mayfair Set OPCO Ltd
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Suffolk
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
Leaders should monitor and review the policies in place to ensure children's welfare, and
ensure that they are consistently promoted in practice.
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.

This data is from 25 August 2026
Children numbers
Age range of children at the time of inspection
1 to 3
Total number of places
104
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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