URN 2546771 · Inspected 2026-09-15 · Published 2026-10-15 · Inspector: Ruby Hayes
Teddy Bear Day Care Unique reference number (URN): 2546771 Address: Queenborough Church Hall, North Road, Queenborough, Kent, ME11 5EU Type: Childcare on non-domestic premises Registered with Ofsted: 15/11/2019 Registers: EYR Registered person: Teddy Bear Day Care Sheppey Ltd Inspection report: 15 September 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. Strong standard Achievement Strong standard All children, including those who face barriers to their learning, make secure and sustained progress from their starting points. Babies build trusting relationships with adults and other children and demonstrate kindness and respect from an early age. For example, young children take turns when sharing ride-on toys in the garden. They develop their physical skills as they confidently explore the indoor and outdoor environment, strengthening their coordination and developing increasing control of their movements. Children are curious and confident learners. They show imagination as they roll dough to make pancakes and flip them in frying pans. Children discuss how they can make them 'bigger' or 'smaller', 'flatter' and 'rounder', demonstrating mathematical vocabulary to describe their ideas. Children develop their physical skills as they enthusiastically run, jump and balance. They sustain their concentration and persevere when trying new challenges. Children with special educational needs and/or disabilities receive well-targeted support. They use sensory equipment to regulate their emotions and visual supports to communicate, helping them to access learning and express their views. Children develop the knowledge, skills and confidence for their next steps. They are increasingly independent and use their skills across different areas of learning and in everyday experiences. Behaviour, attitudes and establishing routines Strong standard Leaders and staff create a harmonious and respectful environment where children feel valued and secure. Staff are positive role models and consistently model kindness, courtesy and respect. They use warm interactions and positive praise to encourage children to join activities and develop enthusiastic, positive attitudes to learning. Children behave beautifully and play alongside each other with confidence and consideration. They show kindness and care for others as they share resources, take turns and solve problems together during games, puzzles and construction activities. Staff teach children how to manage their behaviour and relationships, helping them to understand how their actions impact others. Children respond well to these approaches and increasingly manage routines and their own behaviour. Children with special educational needs and/or disabilities or barriers to learning receive tailored support to help them take part in activities and play alongside their peers. This enables them to access the learning opportunities on offer. Leaders understand the importance of regular attendance and punctuality. They set clear expectations for parents and carers and work flexibly with families to offer support if needed when barriers arise. This helps children benefit from the setting's range of learning opportunities and familiar routines. Children's welfare and wellbeing Strong standard Leaders ensure that routines are well established and responsive to children's individual needs. Staff treat children with dignity and respect throughout the day. They explain what they are doing and ask children's permission before carrying out care routines, helping children to feel respected and involved in their own care. Children benefit from familiar routines that help them feel secure and supported. They develop independence by serving their own snacks with tongs, helping to prepare the table for mealtimes and learning to blow their noses and wash their hands. Children form warm and trusting relationships with staff. Key persons know children very well and provide a secure base, particularly for children with special educational needs and/or disabilities, helping them feel safe and emotionally secure. Children greet staff with warm smiles and hugs, showing that they feel happy and confident in their care. Leaders work closely with parents from the start to understand children's individual needs. They ensure that feeding routines, allergies and dietary requirements are carefully managed and that babies are supported through the stages of weaning. Staff carefully monitor sleeping babies and respond sensitively to their needs, using gentle music to help them settle. Leaders recognise that transitions can affect children's emotional wellbeing. They provide nurturing support for children who are new to the setting, including using familiar toys from home. This helps children to develop secure attachments, settle confidently and feel a deep sense of belonging. Curriculum and teaching Strong standard Leaders provide a child-centred curriculum that focuses closely on children's interests and next steps. They ensure that learning opportunities build from children's earliest experiences in the baby room. Staff support children to develop confidence, independence and positive routines from an early age, helping to prepare them for their next stage of learning. Staff model rich vocabulary and weave mathematical language naturally through activities. For example, children compare shapes and explore whether objects are bigger or smaller. They develop counting skills as they build towers and join in with familiar rhymes and songs. Children develop an enjoyment of reading books through sharing stories with staff and their friends. Targeted activities are sent home to encourage families to continue learning at home and promote a love of reading. Children develop a deeper appreciation of the natural world through meaningful experiences. The garden allotment provides opportunities to grow and care for fruit and vegetables. Children use what they grow in their play and enjoy it at snack time, helping them understand where food comes from. Staff have built strong links with the local community and provide children with a range of exciting learning opportunities. Visits to the local library, football club and harbour broaden children's understanding of the world, while visits from dentists help children understand the importance of good oral health. Inclusion Strong standard Leaders are committed to creating a culture of inclusion that supports every child, including those with special educational needs and/or disabilities (SEND), those known or previously known to children's social care or those with other barriers to their learning or wellbeing. Leaders and staff identify children's needs from the moment they join the setting. Staff gather detailed information from parents and use this alongside assessments to build a clear understanding of each child's unique needs. This enables them to identify when children may need additional support and respond swiftly. Children with SEND benefit from tailored individual support plans and carefully considered strategies, including visual prompts to support understanding and communication. Staff adapt their interactions to meet children's individual needs. They are calm, patient and understanding, giving children the time and space they need to respond, helping them to feel secure and participate fully. Leaders and staff work closely alongside external professionals, including specialist teachers and speech and language therapists to provide coordinated support. Leaders use additional funding purposefully, providing additional staffing and resources such as books to strengthen communication and language and sensory equipment to support emotional regulation. Children who speak English as an additional language benefit from staff learning key words in their home language, building a culture of connection. Leaders and staff celebrate children's different cultures and backgrounds, helping children and families feel valued and included. Leadership and governance Strong standard Leaders have a clear vision for the setting and maintain high expectations for children's experiences and outcomes. They know children, families and staff very well and use this knowledge to make informed, considered decisions. Leaders rigorously monitor practice through regular supervisions, staff meetings and observations, using information from families to respond promptly to children's ever-changing needs and adapt support where needed. Leaders invest in staff development and ensure that training is relevant and purposeful, with professional learning matched to the needs of the setting and staff's individual learning needs. They share updates through staff meetings, ensuring staff are kept up to date with the latest guidance and policy. Staff report that they feel very well supported and are encouraged to communicate openly and honestly. Leaders work closely in partnership with parents and other professionals to secure positive outcomes for children. They maintain regular communication with families and work with schools, the local authority and other agencies to support children's needs and transitions. They swiftly and flexibly adapt arrangements when families experience challenges and need additional support. Leaders' secure understanding of the setting enables them to identify priorities, respond effectively to emerging needs and continually motivate staff to further improve practice. As a result, children benefit from consistent high-quality education and care. Leaders show that they are proactive in ensuring children's safety and wellbeing. Following a notification made to Ofsted regarding an incident involving medication, leaders acted promptly to reduce the risk of reoccurrence. They introduced new systems for staff to store medicines, reminded parents and staff of procedures and introduced checks of children's belongings. What it's like to be a child at this setting Children thrive at this welcoming setting. They feel safe and valued and show that they are ready to learn. Children arrive with smiles and cuddles for staff who know them very well and respond sensitively to their individual needs. Children confidently seek support from familiar adults and show that they feel secure. They develop positive relationships with their peers, take turns, listen to each other and show kindness. For example, children help each other during play, invite others to join in and celebrate each other's successes. Children are curious and enthusiastic learners. They explore a wide range of learning opportunities indoors and outdoors and follow their interests through purposeful play. In the extensive garden, children build with magnetic tiles and use mathematical language such as 'bigger', 'smaller', 'more' and 'less'. They develop their physical skills as they climb, balance, jump and play football. Children enjoy sharing books with adults and friends and listen attentively to stories told with expression and excitement. They explore the natural world by growing and tasting vegetables, picking blackberries and learning about insects and other creatures. At mealtimes, children develop independence as they wash their hands, pour their own water and talk about healthy food choices. Children flourish in the calm and nurturing environment. They develop confidence, independence and genuine consideration for others. Children show kindness and empathy towards one another, recognising when others may need support and responding thoughtfully. For example, they readily offer help when their peers are struggling, share resources or provide comfort when someone is upset. Children also gently guide each other to activities to ensure they are included, showing care and respect for others. They feel a sense of belonging, and their individual identities and family cultures are valued and celebrated through books, music and exploring different foods. Leaders promote regular attendance and work effectively with families when support is needed. Inspector: Ruby Hayes About this setting Unique reference number (URN): 2546771 Address: Queenborough Church Hall North Road Queenborough Kent ME11 5EU Type: Childcare on non-domestic premises Registration date: 15/11/2019 Registered person: Teddy Bear Day Care Sheppey Ltd Register(s): EYR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 16:00 Local authority: Kent Next steps Leaders should continue to build on the consistently effective practice across the nursery so that its positive impact is sustained over time and delivers lasting, transformational outcomes for all children. 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. Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 15 September 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. 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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