URN EY227489 · Inspected 2026-08-19 · Published 2026-10-09 · Inspector: Samantha Butterwick
Mes Enfants Unique reference number (URN): EY227489 Address: 195 Leicester Road, Groby, Leicester, Leicestershire, LE6 0DT Type: Childcare on non-domestic premises Registered with Ofsted: 23/09/2002 Registers: EYR, CCR, VCR Registered person: Goode, Jacqueline Inspection report: 19 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 typically make appropriate progress from their individual starting points across the areas of learning and development. They benefit from experiences and teaching throughout the nursery that steadily build their knowledge, skills and confidence. As children move between rooms, the environment, routines and expectations support their growing independence. Babies develop physical control and coordination as they learn to feed themselves and explore increasingly challenging equipment. Younger children begin to manage everyday tasks, such as handwashing, with less support. Older children confidently serve their own food, manage aspects of their personal care and take responsibility for their belongings. This steady development of independence helps children become well prepared for their next stage of learning. Children also develop confidence in communicating, playing alongside others and participating in group experiences. They learn to share, take turns and persevere when developing new skills. Children who require additional help are supported to participate and make progress from their starting points. Overall, children develop the knowledge, skills and confidence they need for their future learning. Behaviour, attitudes and establishing routines Expected standard Children develop positive relationships with staff and each other. They are happy, settled and confident in familiar routines. Staff provide reassurance and adapt transitions for children who need additional time, helping them to develop a secure sense of belonging. Children who initially prefer to observe are supported gradually to participate alongside others. Staff generally promote positive attitudes to learning by providing interesting experiences and encouraging children to explore, persevere and develop new skills. They support children to play cooperatively, share resources and take turns. Staff help children recognise and respond to the feelings and needs of others. This is reflected in children's considerate behaviour, such as reassuring friends who need time to rest and agreeing to play quietly. Staff typically model kind and respectful behaviour and use praise to reinforce children's positive choices. Group activities and everyday routines help children learn to listen, cooperate and consider the needs of others. Leaders promote regular attendance and maintain open relationships with parents. They follow up unexpected absences and consider whether families need any additional support. Children's welfare and wellbeing Expected standard Leaders provide safe and welcoming spaces where children's care and physical wellbeing are prioritised. Staff supervise children attentively while enabling them to explore and take age-appropriate risks. Children benefit from regular physical activity indoors and outdoors. They develop their strength, coordination and confidence as they climb, use wheeled toys and participate in games. Staff understand children's individual care needs and provide appropriate support during mealtimes, nappy changing, toileting and rest periods. They speak respectfully to children, explain what is happening and encourage them to participate in their care. Staff maintain effective hygiene routines and help children develop increasing responsibility for their personal needs. Staff promote healthy lifestyles throughout the day. They provide healthy food choices and help children decide what they would like to eat. Children have access to drinking water and learn to wash their hands. Staff help children prepare for outdoor play by finding their hats and applying sun cream. They begin to explain how these routines help children remain healthy and safe. However, staff do not consistently extend or revisit these explanations to reinforce why healthy routines are important. Curriculum and teaching Expected standard Leaders have designed a sequenced curriculum that supports children to become confident, communicative, and independent as they prepare for their next stage of learning. Staff understand the importance of developing children's self-care, emotional wellbeing and physical skills as foundations for the wider areas of learning. They gather information from parents and observe children's interests and development to decide what to teach next. Staff provide a balance of adult-guided and child-initiated experiences across the indoor and outdoor environments that enables children to make progress. Staff use everyday routines and conversations to support learning. For example, they introduce mathematical language during sand play. Children learn when a bucket is 'full' or 'empty' and practise counting as they search for hidden objects. Books, stories and familiar rhymes develop children's language, imagination and understanding. Staff recognise what children can already do and provide opportunities to extend their skills, such as progressing from playing independently to playing alongside others. Children receive encouragement and remain interested and engaged. Leaders and staff generally make appropriate decisions about the curriculum and teaching. However, staff are not yet consistently confident in identifying how planned experiences connect to the wider curriculum or build progressively. As a result, staff do not always identify precisely enough what children need to learn next or make clear connections between different areas of learning. Inclusion Expected standard Leaders and staff know children and families well and use this knowledge to identify and reduce barriers to children's participation and development. They gather information from parents, observe children's development closely and act promptly when concerns emerge. A named member of staff coordinates provision for children who, for varying reasons, may need additional help or support. She works closely with parents and other professionals to seek advice and arrange further support when necessary. Staff adapt their approaches sensitively. For example, they adjust routines and transition arrangements for children who need additional time and support to feel secure and participate. Leaders generally understand how disadvantage may affect children and work with families to reduce the barriers they face. Parents value the understanding and practical support they receive from staff, including adaptations to arrangements during periods of family difficulty. Leaders adapt attendance arrangements for children who require additional support, giving them increased opportunities to develop their communication, confidence and relationships with others. Typically, staff discuss children's individual circumstances with parents and consider how additional funding can be used to meet their needs. Children's home languages and cultures are valued. Staff understand how close partnerships with families and appropriate communication resources help all children participate and develop a sense of belonging. Leadership and governance Expected standard Leaders understand their responsibilities and have established a positive and supportive culture across the nursery. Staff speak highly of the support they receive and feel valued in their roles. Leaders consider staff wellbeing and workload and respond sensitively when individual circumstances require flexibility. Regular supervision provides staff with time to discuss their responsibilities, professional development and any concerns relating to children or practice. Staff receive regular training to maintain and develop their knowledge. Shared observations enable them to reflect on their work, share ideas and learn from one another. Leaders encourage staff to undertake further professional development and ensure that required training remains current. Staff demonstrate enjoyment of their roles and speak positively about their relationships with children, families and colleagues. This contributes to a stable and committed staff team. Leaders maintain open and positive relationships with parents. Parents value the communication and practical support they receive and feel able to approach staff when they have questions or concerns. Information from families helps staff to understand children's changing needs and provide continuity between home and nursery. Leaders also work constructively with other professionals and local services when children or families require further help. They support children's transitions to school by sharing relevant information with receiving settings. Leaders generally have an appropriate understanding of the nursery's strengths and priorities for development. They seek advice, welcome feedback and demonstrate a willingness to refine practice. Current priorities include developing the outdoor provision, supporting further staff training and strengthening the curriculum. Team discussions help staff to contribute to ongoing development. Leaders' reflective approach supports continued improvement while maintaining a clear focus on children's experiences, safety and individual 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 are warmly welcomed into a safe and nurturing environment. They form secure relationships with attentive staff, who know them well and help them feel happy and settled. Staff gather information from parents about children's routines, interests and individual needs when they first start. They use this information to provide familiar experiences and responsive care. Children who need more time to adjust benefit from gradual visits, adapted routines and the continued support of familiar key persons. This also supports children as they move between rooms. Parents comment positively on their relationships with staff and the support their children receive when they first start at the nursery. Children confidently explore a broad range of experiences indoors and outdoors. Staff build on children's interests and use everyday conversations to develop their ideas. For example, when children talk about the pasta they are eating, staff explain how pasta is made and plan a related cooking experience. Children are encouraged to share resources, take turns and support one another. They are attentive, kind and supportive towards their friends. Care routines are supportive and well organised. Staff talk to children during nappy changing, toileting and preparations for outdoor play and use visual prompts and clear language to help younger children understand what will happen next. Children increasingly manage age-appropriate tasks, such as washing their hands, finding their hats and water bottles, applying sun cream and feeding themselves. Staff offer praise and encouragement, which helps children develop confidence and independence. Children develop positive attitudes and follow familiar routines well. Staff recognise when children may find larger groups or transitions difficult and provide reassurance or alternative opportunities. Children who initially prefer to observe are given time to build confidence before joining others. Consequently, children feel secure, develop a sense of belonging and participate at a pace that reflects their individual needs. Staff work closely with parents and other professionals to identify children's emerging needs and provide additional support where necessary. They understand the importance of regular attendance and follow up any unexplained absences. Next steps Leaders should develop staff's curriculum expertise so that they consistently identify precise and accurate learning intentions. Leaders should support staff in deepening children's understanding of healthy lifestyles so they develop lasting knowledge and habits that support their future health and self-care. About this inspection The inspector spoke with leaders, the special educational needs coordinator, staff, 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. Inspector: Samantha Butterwick About this setting Unique reference number (URN): EY227489 Address: 195 Leicester Road Groby Leicester Leicestershire LE6 0DT Type: Childcare on non-domestic premises Registration date: 23/09/2002 Registered person: Goode, Jacqueline Register(s): EYR, CCR, VCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00 Local authority: Leicestershire Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 19 August 2026 Children numbers Age range of children at the time of inspection 0 to 8 Total number of places 40 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. 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