Cheeky Chops Childminding Services

Cheeky Chops Childminding Services
Unique reference number (URN): 2771690
Address: Hacton Lane Social Club, Haydock Close, Hornchurch, RM12 6EA
Type: Childcare on non-domestic premises
Registered with Ofsted: 27/12/2023
Registers: EYR, CCR, VCR
Registered person: Cheeky Chops Childminding Services Ltd
Inspection report: 17 February 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 show a sense of belonging and respond well to staff. They engage in variety of
learning opportunities. Children who have just transitioned into another room settle well. All
children, regardless of their background, receive opportunities to immerse themselves in
play and show engagement. For example, children use appropriate tools in their individual
rooms after transition. Younger children explore key concepts in mathematics as they select
'one', 'two' or 'three' colouring pencils to use for their Lunar New Year activity. They
demonstrate a sense of ownership. Typically, children sing counting songs and count in
sequence during their play. Children who have a speech and language delay generally
make progress in their speech development. However, staff do not always make the most of
their interactions with children in order to consistently develop their language skills. Children
form secure attachments and demonstrate a sense of achievement.
Behaviour, attitudes and establishing routines Expected standard
There are positive relationships between children and staff. Leaders create a positive
environment to support children, and use effective strategies to promote the behaviours they
desire. Staff use picture cues and photos to help children to understand routines, such as
snack time and tidy-up time. They sing specific songs to provide children with ample time to
get ready for the garden.
Children show increasing confidence in their environment by asking questions and
attempting new experiences. Staff provide opportunities for the oldest children to hop, jump
and find things in the garden to develop their physical skills. However, staff do not always
respond swiftly to children's questions, and therefore some opportunities to develop
language are missed.
Leaders have acted as positive role models for staff to develop their knowledge in creating
an environment where they foster positive behaviour and social cooperation. They promote
age-appropriate and simple strategies to support children's behaviour and stages of
development within the setting. Older children demonstrate an understanding of the rules,
which staff encourage with patience, calmness and support. Children show awareness of
the importance of social play, taking turns, sharing and offering support to less confident
children. There is a calm and supportive approach to children in the setting. Leaders monitor
children's attendance to ensure there is consistency within the setting and support all
children, regardless of their needs or background.
Children's welfare and wellbeing Expected standard
Leaders have systems in place to support all children's needs. They have prioritised
supporting children with special educational needs and disabilities, as well as children from
disadvantaged backgrounds or who face barriers to their learning and wellbeing. There are
settling-in systems in place, where children start off in the home setting in a smaller group
before transitioning to the hall with the bigger groups. The environment is welcoming,

nurturing, calm, respectful and supportive. Children thrive and have a sense of belonging
and emotional security. The setting has a strong key-person system. Children feel safe with
staff, who they build effective bonds with.
Children are able to follow well-established routines, with support from caring staff. Younger
children show independence and make choices. They confidently select cooking equipment
to foster their play and imaginations. For example, children access the house corner, pick up
a spoon and stir the pot. Care practices are in place to support children's daily care routines.
Healthy meals are prioritised, and children's dietary requirements are monitored by all staff.
Older children receive support to make healthy choices with a range of fruits at snack time.
Staff encourage oral hygiene; for example, they support children and parents with
toothbrushing at home. The setting is part of the oral hygiene initiative, and toothbrushing
packets are sent home with children.
Curriculum and teaching Expected standard
Leaders have constructed an ambitious curriculum, and understand the importance of the
quality of the curriculum and teaching to foster learning and bring about improvements. The
curriculum provides a broad range of opportunities to meet children's emerging needs.
There is a balance between planned experiences and child-initiated play activities to foster
children's independence and resilience. Staff use their knowledge of individual children to
plan engaging opportunities, such as an outdoor obstacle course to develop their physical
skills and imaginative play. However, staff do not always engage in back-and-forth
interaction with children to support their language development.
Staff provide tailored support for younger children's physical, personal, social and emotional
development. The environment is calming and purposeful, with a variety of areas to create
space for each child's needs. Key persons monitor children's progress using observations
and assessments in order to help them know what support needs to be in place to aid
children's progress. Staff show an interest in joining in with children's play. They prioritise
children's emotional wellbeing and give support where needed.
Staff encourage outdoor play, and children show an interest in the garden. They are eager to
get their coats and hats on. Children receive support to develop their growing skills, such as
their coordination and core strength, and ride scooters and bicycles to develop their gross
motor skills. Children enjoy outdoor play as they share and take turns using a variety of
wheeled toys. They climb and balance confidently, developing their physical skills and
understanding of how to stay safe outdoors. Young babies learn to stand and balance as
they take steps forward, building their confidence and developing their walking skills.
Inclusion Expected standard
Leaders place an emphasis on training for staff to ensure that they have a clear
understanding of their responsibilities in supporting children with special educational needs
and/or disabilities and children from disadvantaged backgrounds. Staff identify children's
needs early, regardless of their backgrounds, abilities or needs, in order to remove barriers
they may encounter later in life. This approach helps these children to feel a sense of
belonging so that they can fully participate in activities that are available to them. Staff tailor
individual support to each child's needs. This includes regular consultations with parents and

carers, professionals and external agencies to fully shape children's support, opportunities
and experiences.
Staff demonstrate an understanding of their responsibilities in providing age-appropriate and
adaptable experiences to accommodate the needs of individual children. They adapt their
teaching styles to support children's access to the curriculum and create opportunities for
children to feel part of the daily routines. There are systems are in place for engaging with
families and professionals to gauge what is best for children. Leaders use funding to make
individual decisions about appropriate resources and access training to further support
disadvantaged children. For example, they have provided a workstation and additional
resources, such as visual aids, flash cards and sensory balls and objects, to enhance
children's speech and language development. However, staff do miss opportunities to
consistently engage verbally with children.
Leadership and governance Expected standard
Leaders demonstrate a clear understanding of the setting's strengths and have taken action
to improve. However, the weaknesses in supporting children's communication and language
development have not yet been fully addressed. Leaders have placed a priority on staff
training to build their understanding and knowledge, so that appropriate support can be
tailored to individual children in order to help them progress. This includes children from all
backgrounds and those who face barriers in their learning and wellbeing. Leaders are
placing emphasis on staff's continual professional development to maintain high standards
in the setting. Staff acknowledge the support they receive from leaders and recognise how
well they are valued by leaders.
Leaders work with professionals and early years consultants to aid professional
development through partnership work, as well with the local authority. Training is identified
for staff and support is offered through supervision, appraisals and one-to-one sessions.
Leaders monitor teaching to ensure that the quality is in line with the children's ages and
stages of development. Leaders work in partnership with parents and carers to support
children's needs. They update parents through newsletters, offering tips and advice on
toothbrushing and healthy eating and early support for speech and language.

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
There is a sense of enjoyment in the setting. Children are settled and feel safe and secure
around the caring staff, who speak reassuringly to them. They feel supported by staff, who
offer gentle encouragement and praise them whenever they complete a task. Children
develop their knowledge through the questions staff ask them. They are able to express
themselves confidently. Staff support and speak to babies calmly. They are gentle and
encouraging and give positive reinforcement. Children develop their social skills by taking
turns; for example, they share marbles during games. Staff encourage children's

independence. Children independently select resources, wash their hands, put on their own
coats and help themselves to water bottles.
Staff encourage older children to discover numbers through counting games. They foster
imaginative play and storytelling. Younger children are encouraged to sing songs with
actions to develop their skills. They have secure attachments with key staff, who show
attentiveness and demonstrate positive relationships.
Staff use observations to track children's next steps, and know what they are learning.
Children are eager to take part in activities; for example, when learning about the Lunar New
Year, they make props and mix pancakes. Staff make the environment enabling and
carefully plan it to support the children's next steps and interests. It is engaging and
informative, with appropriate experiences available for the children's changing interests.
Children demonstrate curiosity as they move around the environment. Staff provide activities
that are inviting, with a variety of sensory, physical and role-play opportunities to help
children to achieve better outcomes.
Children have opportunities for free-flow play with guidance from staff. Children can choose
between structured play and child-initiated play, including water play, simple puzzles,
building blocks and mixing pancakes, with opportunities for role play, such as pretend
shops, as well as obstacle courses and collaborative play outdoors. Children are engaged in
active learning and thrive.
Next steps
Leaders should support staff to engage in back-and-forth conversations to support
children to develop their critical thinking and problem-solving and to satisfy their growing
curiosity.
About this inspection
The inspector spoke to leaders, staff, the special educational needs and/or disabilities
coordinator, 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.
The inspection started on 17 February 2026. Inspectors returned on 10 August 2026 to
gather additional evidence in line with Ofsted inspections and visits: Deferring, pausing and
gathering additional evidence policy.

Inspectors:
Melissa Seetal
Caroline Preston
About this setting
Unique reference number (URN): 2771690
Address:
Hacton Lane Social Club
Haydock Close
Hornchurch
RM12 6EA
Type: Childcare on non-domestic premises
Registration date: 27/12/2023
Registered person: Cheeky Chops Childminding Services Ltd
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00
Local authority: Havering
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 17 February 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
85

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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