Smiley Happy People — Ofsted Nursery Tracker

Grades by area

Inclusion

Strong standard

Leaders and staff place a high priority on inclusion and put it at the heart of the nursery. They work exceptionally closely with families. This helps them to understand children's individual needs and life experiences. Leaders and staff identify children's needs at the earliest opportunity often before or as soon as children start with them. They view any barrier to learning, no matter how small, as important. Staff provide impactful and targeted support individual to each child. For example, they adapt visual timetables for children who need an alternative format that works for their specific needs. Staff implement grief interventions for children who have close family bereavements to support their emotional health and wellbeing. Children benefit from a well-planned learning environment where every aspect has been thought about to encourage their progress and inclusion. Staff have high expectations of all children. They provide adaptations and resources so all children can participate fully in nursery experiences. For example, staff arrange furniture so children who are building their walking skills and strength can have items to steady themselves as they move around the room. Leaders ensure that staff can confidently and effectively support children's individual needs, and staff are consistent in their approach. Staff take part in highly focused training and support from external and internal experts in special educational needs and/or disabilities. All professional development is planned to benefit the children who attend and better meet their needs. Leaders work closely with staff to create personalised progress plans for children. They consistently review these in a timely manner to ensure that children receive the support needed. Staff work with a range of outside agencies and parents and carers to make timely referrals. They work tirelessly to make sure that children and their families receive help, including those who are eligible for additional funding. Leaders strategically use funding, focusing on the development of children in the setting and at home to promote partnership working with parents and impactful progress. For instance, they buy books for children working on their communication and speech. Staff have the same copies at home and the nursery so children become familiar with the words and practise them regularly.

Achievement

Expected standard

Children typically progress across the early years curriculum from their starting points. Those children who face barriers to learning make secure progress and benefit from the individual support leaders and staff provide. Typically, children are prepared for the next stages in learning and development and future learning. For example, children build a love of stories and books. Children of all ages choose books to read and take them to staff so they can read to them. Older children enjoy simple counting games and experimenting with dinosaurs to see which ones are heavy and which are lighter. Children learn how to care for their own needs, such as taking themselves to the toilet and independently collecting their own items at mealtimes. Children extend their vocabulary during play when they learn from staff that bees like 'sap' and the names of some of the trees they can see. However, although overall children develop key skills for starting school, there are some occasional inconsistencies in expectations during carpet times for the oldest children. This means some quieter children do not have the opportunity to practise their communication skills and build their confidence to speak in group situations.

Behaviour, attitudes and establishing routines

Expected standard

Overall, children behave well. Staff make it clear what children should do, although sometimes they do not expect older children to behave as they do at other times. For instance, in small-group situations, they ask children to allow others to speak and that they should sit still on their bottoms, and other times they do not. At these times, children do not display the normally high levels of consideration for others and the behaviours expected of them. That being said, staff provide targeted support for children who struggle to regulate their behaviour. They teach children how to share and take turns. For example, children play simple board games, which promotes their ability to wait their turn and pass on items, such as dice, to other children. Staff use clear and consistent boundaries for children with barriers to their learning. They find strategies that work for each individual child. For example, children who struggle to follow rules or routines through the day have their own spot timers that count down to the times they need to stop. Staff also use visual cards for 'stop' and 'listen' to make it clear what the children need to do before continuing with further instructions and what is happening next. This reinforces the behaviours expected of children and means they access all the learning opportunities offered. Staff model the positive interactions they expect from children and develop secure relationships. As a result, children of all ages share their thoughts in a positive way. For instance, babies cuddle up to staff and communicate that they want some milk through simple words and sign language. Older children learn to 'use their words' if they are not happy with what someone is doing. Leaders work with parents and carers to support them to understand the benefits of children attending the nursery. They make adaptations when there are barriers to attendance. For instance, leaders allow different start and pick-up times and vary children's hours. This ensures all children access the education that they are entitled to.

Children's welfare and wellbeing

Expected standard

Leaders and staff promote healthy lifestyles. Children build a love of being active and playing in the fresh air. They have daily access to outdoor play and take part in exercises such as 'wake and shake' dancing and yoga. Children learn what happens to their bodies when they exercise and how to keep themselves healthy through exercise and healthy foods. Children learn to assess risks for themselves and keep themselves safe. For example, they know to be careful around wasps just in case they 'get stung'. Leaders and staff get to know children, their families and the local community well. They are able to put support in place and create a welcoming and inclusive environment. For example, leaders are aware of a lack of dentists in the area so they provide daily toothbrushing and oral health learning for the children. Parents and carers comment on the care and help that the leaders and staff provide and the impact on the wellbeing of not only their children but their family members as well. An effective key-person system means staff develop secure relationships with children, which promotes children's confidence and happiness in the nursery. For example, babies go to staff for cuddles throughout the day for comfort and reassurance before quickly moving confidently around the setting and choosing what they want to do next. Overall, staff respond well to children's emotional needs. For instance, they use funding for children who struggle to regulate their emotions to buy games and resources that build children's understanding of their feelings and how to share their feelings positively. However, some routines times are not organised and adapted as well as other times to fully support children's emotions. For example, some children are too tired to benefit from the learning opportunities and nutritional foods in place at lunchtimes as they become overtired and upset.

Curriculum and teaching

Expected standard

Leaders and staff are improving the curriculum that they offer children. They are focused on providing high-quality education with a clear and ambitious vision for all children. This is in the early stages for the toddler and baby age ranges but progressing positively. Staff typically provide experiences that build on children's prior knowledge, next steps and interests. This supports staff to create a purposeful and engaging curriculum that meets the individual needs of all children. Staff recap on children's previous knowledge, and what they have learned, to support new knowledge and skills. For example, they ask children what they have learned about dinosaurs and link this to other animals. Staff remind children how to hold items such as knives and forks and what they do to cut foods. As a result, children's skills and understanding progress over time. Staff understand how children develop and the importance of children developing key skills in communication, emotions and physical development. Children learn new words and practise their speech through songs, joining in with stories and timely questioning from staff. They build appropriate physical skills. For instance, babies have opportunities to pull themselves up on objects, climb on soft-play equipment and use big-muscle movements, such as digging in sand. Older children build their balance and strength while standing on wheels and blocks outside. Staff consistently support children's kindness and understanding of the consequences of their actions on others to support personal skill development.

Leadership and governance

Expected standard

Leaders are passionate and have a clear ambition to provide high-quality education and care for all children. They effectively support children with special educational needs and/or disabilities (SEND) and ensure appropriate support is in place. Staff have positive relationships with parents and carers and understand the importance of this partnership work. Overall, leaders have an understanding of the strengths and areas for improvement. For instance, they identified that the outside areas required under cover areas. This means children can benefit from time in the fresh air in weather that normally would mean they had to be inside. Leaders identified some accurate areas for development and not others. Leaders and staff are united in their pursuit to provide the best possible experiences and outcomes for children. They work together to identify training based on the needs of the children who attend. Staff are keen to access training and make professional progress. Leaders have started to create 'experts' in areas, such as supporting children with SEND, outdoor learning, music and art. This is already providing staff across the nursery and their sister settings with additional support and models for good practice. This impacts positively on children's engagement and progress.

What it's like to be a child at this setting

Children arrive at the nursery with smiles and are happy to start their day. They quickly settle to play after cuddles and discussions with the caring staff. Children show independence by taking their own bags to pegs and move confidently to join staff and adults in activities. Children build warm and trusting relationships with the highly attentive staff, who work closely with parents and carers to meet children's individual needs. Children are excited to talk to staff about what they have been doing at home and days out they have had with their families. Staff give children time to share their thoughts and ask questions to show they are interested. Children are valued and benefit from the genuine interest and care that staff show them. They build their confidence and develop a positive sense of belonging and sense of themselves. For example, children celebrate the languages and cultures of the children and staff who attend. They celebrate how they are similar and also unique. Children enjoy a well-planned curriculum that promotes curiosity and a love of learning. Babies confidently explore and are excited to join in activities. For example, they giggle when finding objects in shredded paper and sprinkle pieces on staff and children, laughing together. Older children delight in finding insects and spiders in the garden, and run to tell their friends what they have found. They play well with their friends and show independence in their personal and social skills. For example, children share toys without being asked and create rules to make games 'fair' for everyone. All children thrive in this inclusive nursery, including those with barriers to their learning and development. They benefit from the regular attendance promoted by staff and leaders. This helps children to build early habits of enjoying learning and understanding routines to prepare them for next stages of learning. Children are included in all activities by the skilful staff who adapt experiences so all children can access learning. They benefit from an inclusive environment where all children are celebrated. Highly targeted support is put in place so those with special educational needs and/or disabilities and children who speak English as an additional language progress and quickly overcome barriers.

Next steps

About this inspection

The inspector spoke with leaders, staff, the special educational needs 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.

About this setting

URN: EY371943
Address: Unit 3 Newport Industrial Estate LAUNCESTON Cornwall PL15 8EX
Type: Childcare on Non-Domestic Premises, Full day care
Registration date: 21/04/2008
Registered person: Walters, Veronica Mary
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Cornwall

Facts and figures

Age range at inspection: 1 to 10
Total places: 40

Data from 31 July 2026

Smiley Happy People Unique reference number (URN): EY371943 Address: Unit 3, Newport Industrial Estate, LAUNCESTON, Cornwall, PL15 8EX Type: Childcare on non-domestic premises Registered with Ofsted: 21/04/2008 Registers: EYR, CCR, VCR Registered person: Walters, Veronica Mary Inspection report: 31 July 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 Expected standard Inclusion Strong standard Leaders and staff place a high priority on inclusion and put it at the heart of the nursery. They work exceptionally closely with families. This helps them to understand children's individual needs and life experiences. Leaders and staff identify children's needs at the earliest opportunity often before or as soon as children start with them. They view any barrier to learning, no matter how small, as important. Staff provide impactful and targeted support individual to each child. For example, they adapt visual timetables for children who need an alternative format that works for their specific needs. Staff implement grief interventions for children who have close family bereavements to support their emotional health and wellbeing. Children benefit from a well-planned learning environment where every aspect has been thought about to encourage their progress and inclusion. Staff have high expectations of all children. They provide adaptations and resources so all children can participate fully in nursery experiences. For example, staff arrange furniture so children who are building their walking skills and strength can have items to steady themselves as they move around the room. Leaders ensure that staff can confidently and effectively support children's individual needs, and staff are consistent in their approach. Staff take part in highly focused training and support from external and internal experts in special educational needs and/or disabilities. All professional development is planned to benefit the children who attend and better meet their needs. Leaders work closely with staff to create personalised progress plans for children. They consistently review these in a timely manner to ensure that children receive the support needed. Staff work with a range of outside agencies and parents and carers to make timely referrals. They work tirelessly to make sure that children and their families receive help, including those who are eligible for additional funding. Leaders strategically use funding, focusing on the development of children in the setting and at home to promote partnership working with parents and impactful progress. For instance, they buy books for children working on their communication and speech. Staff have the same copies at home and the nursery so children become familiar with the words and practise them regularly. Achievement Expected standard Children typically progress across the early years curriculum from their starting points. Those children who face barriers to learning make secure progress and benefit from the individual support leaders and staff provide. Typically, children are prepared for the next stages in learning and development and future learning. For example, children build a love of stories and books. Children of all ages choose books to read and take them to staff so they can read to them. Older children enjoy simple counting games and experimenting with dinosaurs to see which ones are heavy and which are lighter. Children learn how to care for their own needs, such as taking themselves to the toilet and independently collecting their own items at mealtimes. Children extend their vocabulary during play when they learn from staff that bees like 'sap' and the names of some of the trees they can see. However, although overall children develop key skills for starting school, there are some occasional inconsistencies in expectations during carpet times for the oldest children. This means some quieter children do not have the opportunity to practise their communication skills and build their confidence to speak in group situations. Behaviour, attitudes and establishing routines Expected standard Overall, children behave well. Staff make it clear what children should do, although sometimes they do not expect older children to behave as they do at other times. For instance, in small-group situations, they ask children to allow others to speak and that they should sit still on their bottoms, and other times they do not. At these times, children do not display the normally high levels of consideration for others and the behaviours expected of them. That being said, staff provide targeted support for children who struggle to regulate their behaviour. They teach children how to share and take turns. For example, children play simple board games, which promotes their ability to wait their turn and pass on items, such as dice, to other children. Staff use clear and consistent boundaries for children with barriers to their learning. They find strategies that work for each individual child. For example, children who struggle to follow rules or routines through the day have their own spot timers that count down to the times they need to stop. Staff also use visual cards for 'stop' and 'listen' to make it clear what the children need to do before continuing with further instructions and what is happening next. This reinforces the behaviours expected of children and means they access all the learning opportunities offered. Staff model the positive interactions they expect from children and develop secure relationships. As a result, children of all ages share their thoughts in a positive way. For instance, babies cuddle up to staff and communicate that they want some milk through simple words and sign language. Older children learn to 'use their words' if they are not happy with what someone is doing. Leaders work with parents and carers to support them to understand the benefits of children attending the nursery. They make adaptations when there are barriers to attendance. For instance, leaders allow different start and pick-up times and vary children's hours. This ensures all children access the education that they are entitled to. Children's welfare and wellbeing Expected standard Leaders and staff promote healthy lifestyles. Children build a love of being active and playing in the fresh air. They have daily access to outdoor play and take part in exercises such as 'wake and shake' dancing and yoga. Children learn what happens to their bodies when they exercise and how to keep themselves healthy through exercise and healthy foods. Children learn to assess risks for themselves and keep themselves safe. For example, they know to be careful around wasps just in case they 'get stung'. Leaders and staff get to know children, their families and the local community well. They are able to put support in place and create a welcoming and inclusive environment. For example, leaders are aware of a lack of dentists in the area so they provide daily toothbrushing and oral health learning for the children. Parents and carers comment on the care and help that the leaders and staff provide and the impact on the wellbeing of not only their children but their family members as well. An effective key-person system means staff develop secure relationships with children, which promotes children's confidence and happiness in the nursery. For example, babies go to staff for cuddles throughout the day for comfort and reassurance before quickly moving confidently around the setting and choosing what they want to do next. Overall, staff respond well to children's emotional needs. For instance, they use funding for children who struggle to regulate their emotions to buy games and resources that build children's understanding of their feelings and how to share their feelings positively. However, some routines times are not organised and adapted as well as other times to fully support children's emotions. For example, some children are too tired to benefit from the learning opportunities and nutritional foods in place at lunchtimes as they become overtired and upset. Curriculum and teaching Expected standard Leaders and staff are improving the curriculum that they offer children. They are focused on providing high-quality education with a clear and ambitious vision for all children. This is in the early stages for the toddler and baby age ranges but progressing positively. Staff typically provide experiences that build on children's prior knowledge, next steps and interests. This supports staff to create a purposeful and engaging curriculum that meets the individual needs of all children. Staff recap on children's previous knowledge, and what they have learned, to support new knowledge and skills. For example, they ask children what they have learned about dinosaurs and link this to other animals. Staff remind children how to hold items such as knives and forks and what they do to cut foods. As a result, children's skills and understanding progress over time. Staff understand how children develop and the importance of children developing key skills in communication, emotions and physical development. Children learn new words and practise their speech through songs, joining in with stories and timely questioning from staff. They build appropriate physical skills. For instance, babies have opportunities to pull themselves up on objects, climb on soft-play equipment and use big-muscle movements, such as digging in sand. Older children build their balance and strength while standing on wheels and blocks outside. Staff consistently support children's kindness and understanding of the consequences of their actions on others to support personal skill development. Leadership and governance Expected standard Leaders are passionate and have a clear ambition to provide high-quality education and care for all children. They effectively support children with special educational needs and/or disabilities (SEND) and ensure appropriate support is in place. Staff have positive relationships with parents and carers and understand the importance of this partnership work. Overall, leaders have an understanding of the strengths and areas for improvement. For instance, they identified that the outside areas required under cover areas. This means children can benefit from time in the fresh air in weather that normally would mean they had to be inside. Leaders identified some accurate areas for development and not others. Leaders and staff are united in their pursuit to provide the best possible experiences and outcomes for children. They work together to identify training based on the needs of the children who attend. Staff are keen to access training and make professional progress. Leaders have started to create 'experts' in areas, such as supporting children with SEND, outdoor learning, music and art. This is already providing staff across the nursery and their sister settings with additional support and models for good practice. This impacts positively on children's engagement and progress. 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 arrive at the nursery with smiles and are happy to start their day. They quickly settle to play after cuddles and discussions with the caring staff. Children show independence by taking their own bags to pegs and move confidently to join staff and adults in activities. Children build warm and trusting relationships with the highly attentive staff, who work closely with parents and carers to meet children's individual needs. Children are excited to talk to staff about what they have been doing at home and days out they have had with their families. Staff give children time to share their thoughts and ask questions to show they are interested. Children are valued and benefit from the genuine interest and care that staff show them. They build their confidence and develop a positive sense of belonging and sense of themselves. For example, children celebrate the languages and cultures of the children and staff who attend. They celebrate how they are similar and also unique. Children enjoy a well-planned curriculum that promotes curiosity and a love of learning. Babies confidently explore and are excited to join in activities. For example, they giggle when finding objects in shredded paper and sprinkle pieces on staff and children, laughing together. Older children delight in finding insects and spiders in the garden, and run to tell their friends what they have found. They play well with their friends and show independence in their personal and social skills. For example, children share toys without being asked and create rules to make games 'fair' for everyone. All children thrive in this inclusive nursery, including those with barriers to their learning and development. They benefit from the regular attendance promoted by staff and leaders. This helps children to build early habits of enjoying learning and understanding routines to prepare them for next stages of learning. Children are included in all activities by the skilful staff who adapt experiences so all children can access learning. They benefit from an inclusive environment where all children are celebrated. Highly targeted support is put in place so those with special educational needs and/or disabilities and children who speak English as an additional language progress and quickly overcome barriers. Next steps Staff should make their expectations clear and consistent for the oldest children during carpet times to support their readiness for the behaviours expected when they start school and so quieter children can build their confidence to share their ideas. Leaders should ensure that staff are able to adapt some routines before and during lunchtimes, to fully meet the individual and emotional needs of the children who attend. About this inspection The inspector spoke with leaders, staff, the special educational needs coordinator, parents and carers and children during the inspection. Inspector: Rebecca Martin About this setting Unique reference number (URN): EY371943 Address: Unit 3 Newport Industrial Estate LAUNCESTON Cornwall PL15 8EX Type: Childcare on non-domestic premises Registration date: 21/04/2008 Registered person: Walters, Veronica Mary Register(s): EYR, CCR, VCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00 Local authority: Cornwall Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 31 July 2026 Children numbers Age range of children at the time of 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. 1 to 10 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. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk. This publication is available at https://reports.ofsted.gov.uk. Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn. Piccadilly Gate Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted © Crown copyright 2026 © Crown copyright