Silver Cloud Nursery Leyland

Silver Cloud Nursery Leyland
Unique reference number (URN): 2754477
Address: 25 Hastings Road, Leyland, PR25 3SP
Type: Childcare on non-domestic premises
Registered with Ofsted: 01/11/2023
Registers: EYR, CCR, VCR
Registered person: Silver Cloud Nurseries Limited
Inspection report: 15 January 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 are very well prepared for their next stages in learning, including transitions into
new rooms or school. Children follow the same routine and traditions as they move through
nursery, with added challenge as they grow in their stages of development. This helps
children continue to thrive and feel secure in their environment. Children are expressive of
their needs and use their communication skills to play with others and seek new information
from staff. Children develop speaking skills and become confident communicators. Babies
choose the songs they sing and use instruments. They love to use their senses during play
and explore different materials and sounds with staff.
All children make progress from their starting points in all areas of learning. Children show
independence throughout play and know how to make choices. Children with special
educational needs and/or disabilities swiftly reach their targeted learning goals.
Behaviour, attitudes and establishing routines Expected standard
Children have fostered secure relationships with staff, and they settle quickly on arrival as
they are welcomed with love and respect. Babies explore with confidence and seek cuddles
and reassurance from familiar staff in the room. They spend time watching bubbles and
giggling with each other. Staff encourage children to be positive during play and offer high
levels of praise. Staff acknowledge children's achievements. Children are proud when they
can do something new, such as walking. They smile at staff and seek approval.
Leaders support parents to understand the importance of attendance and increase support if
absence becomes a concern. This helps children remain in education and continue to
receive the care and learning they require.
Children are encouraged to be kind to each other. They spend time playing alongside and
collaboratively with each other, which helps them feel part of the nursery family and remain
focused on learning. Children enjoy this time with friends. Although behaviour strategies
have been introduced in the setting, not all staff have been supported to understand how
and when to use these effectively to ensure commonly understood expectations are in
place.
Children's welfare and wellbeing Expected standard
Children are cared for in a safe, welcoming environment. Staff value children's needs and
respect their wishes. Children are becoming independent and learn how to care for
themselves and others. Children access the outdoor area freely, which helps them enjoy
fresh air and develop physical skills. Some children thrive in the outdoors and staff
recognise this. They have provided suitable resources that help children continue to develop
in all areas of learning, both inside and outside. This is particularly effective for children with
special educational needs and/or disabilities (SEND) who love to explore freely and use
their senses to learn.

Staff help children learn about being healthy. They discuss the vegetables they eat at
lunchtime and wash their hands at appropriate times. Children have opportunities to rest
when required and know they can access quiet activities if they wish. Staff understand how
to support babies as they learn to eat solid food, and they work with parents to tailor eating
plans. Furthermore, staff supervise children while they are eating and encourage them to
use their own cutlery from a young age.
Staff encourage children to seek support if they need it and teach them how to express their
needs. Children are aware of their emotions and know the routines of the day well, which
particularly helps younger children or those with SEND to build security and remain content.
Curriculum and teaching Expected standard
Children have opportunities to broaden their learning through activities such as swimming,
music groups and football. This helps increase skills in all areas of learning. Children are
encouraged to think and use their imagination during play. Staff ask questions that help
children recall prior learning. They help children enjoy and respect books independently and
through designated story times. Staff use enthusiasm to keep children engaged in stories,
and children shout out familiar phrases they know.
Leaders have a clear curriculum design based on the ever-changing needs of children,
which are identified through continual assessment. Staff are learning how to broaden
opportunities and adapt their teaching techniques to suit the needs of all children to help
them make progress in their development. However, occasionally, staff do not continue to
extend children's development even further without being prompted first by their skilful
leaders.
There is a sharp focus on babies' emotional wellbeing from the start. Babies are settled and
content, giving them the baseline to flourish within their developmental goals. Leaders help
staff recognise how to support babies' physical development and add further depth to
planned activities or resources on offer. This helps babies continue to develop core strength
and mobility.
Inclusion Expected standard
Leaders and staff assess children closely and highlight any gaps they find in children's
learning quickly. They put plans in place to target these areas, helping children continue to
meet milestones. Additionally, other professionals are informed as soon as possible and
parents are encouraged to continue to work on children's targets at home. This supports
children to make progress, particularly those with special educational needs and/or
disabilities (SEND). During play and routines, staff generally adjust teaching and
opportunities in a timely manner, helping children remain focused and happy in play.
Leaders have a secure knowledge of child development and how to access external support
for children with SEND. Additionally, they understand some of the vulnerabilities that families
may face and how to seek advice from specialists. Leaders make decisions quickly about
the support and approaches to take to address children's needs. This helps all children
continue to make progress and maintain high levels of self-esteem when they are in nursery.
Staff receive training that, in the main, helps them understand how to implement

interventions swiftly. Leaders shape opportunities and use any additional funding children
receive to enhance children's development even further. For example, more tactile activities
have been implemented for those children who like to focus and learn using their senses.
Leadership and governance Expected standard
Leaders have a clear and focused plan in place to drive improvement. They understand
what works well for children and some of the areas they need to develop further. Leaders
are highly responsive to the needs of children and staff within the setting to ensure plans
reflect this and create positive outcomes for all children. Children with special educational
needs and/or disabilities are well supported, and robust links with external support agencies
mean interventions are swift and expert.
Staff are supported in their roles and feel valued. They undergo a range of training and
coaching that, in the main, helps them improve their practice over time. However, some
aspects of their training have not been as effective as others, which impacts elements of
their practice, for example their ability to consistently adjust their teaching and support for all
children. Staff carry out their individual roles effectively. They keep children safe and happy.
Staff's workload is manageable, and leaders make effective decisions in supporting staff
welfare. This enables staff to spend time with children and continue to meet their needs.
Generally, parents know how to access information about their children's development and
are very happy with the care their children receive. However, some parents do not always
engage with current communication strategies or understand why this is important to help
them support their children's learning at home.
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
From the start, children flourish in this nursery. They are carefully supported to achieve new
targets and develop positive attitudes towards their learning. Children feel safe and cared for
with staff they have formed close bonds with. Babies come into the nursery with smiles and
confidence. They explore the room and seek comfort or reassurance when required.
Children are prepared for their next steps in learning throughout the nursery and then on to
school. They practise routines and activities from the start, which are built on as children
become more advanced and move into the next room. This helps to sequence and enhance
skills.
All children, including those with special educational needs and/or disabilities, make steady
progress from their individual starting points. Throughout the day, they play happily among
their friends, both inside and in the outdoor areas. Children develop in all areas of learning
through carefully planned activities and resources that meet their individual needs and spark
interest. Staff check in on children if they do not attend planned sessions and help parents
understand why it is important for children to come to nursery to help them continue to
thrive.
Leaders have extremely high ambitions for all children and, generally, staff are responsive to
children's learning and behavioural needs. The nursery environment is often calm and
children play with positivity. They enjoy problem-solving, such as building car tracks around
the playroom and measuring liquids in the water tray. Children learn about safety as they are
shown how to dry spilt water from the floor and are taught not to run when indoors. Children
consistently learn about mathematical concepts. There are numbers in their environment
and they use magnetic blocks to build. Children name shapes and compare lengths of items
during play.

Inspector:
Rachel Waterhouse
About this setting
Unique reference number (URN): 2754477
Address:
25 Hastings Road
Leyland
PR25 3SP
Type: Childcare on non-domestic premises
Registration date: 01/11/2023
Registered person: Silver Cloud Nurseries Limited
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Lancashire
Next steps
Leaders should strengthen training and coaching strategies that help all staff respond
swiftly to all children's learning and care needs consistently.
Leaders and staff should develop further ways to ensure that all parents understand how
to support children's ongoing learning at home.
About this inspection
The inspector spoke with leaders, practitioners, the special educational needs coordinator,
parents 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.

Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 15 January 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
50
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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