Smiley Happy People Egloskerry

Smiley Happy People Egloskerry
Unique reference number (URN): 2750658
Address: Egloskerry Nursery, Egloskerry, Launceston, PL15 8RT
Type: Childcare on non-domestic premises
Registered with Ofsted: 05/09/2023
Registers: EYR, CCR, VCR
Registered person: Walters, Veronica Mary
Inspection report: 24 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.

Strong standard
Achievement Strong standard
Children make secure progress from their starting points and confidently explore,
experiment and problem-solve. Older children develop imaginative group games. For
example, they mix water, foam and sand to create a 'potion', which links to a favourite book,
or build a castle from chairs and mats, demonstrating collaboration, curiosity and early
scientific understanding. Babies strengthen their core muscles through tummy play,
supporting early physical development. They are encouraged to feed themselves with
spoons, developing perseverance and fine motor skills.
Children show a high level of independence and personal care. Many begin toilet training
early and manage hygiene routines confidently. Pre-school children develop advanced
mathematical understanding, confidently measuring, counting to 24, and recognising
numerals and their meanings. They speak in extended sentences using an impressive
vocabulary, including words such as 'injection' and 'vaccine'. Before story time, older
children explain the roles of authors and illustrators, demonstrating an understanding of
literary concepts. Across all areas, children achieve highly, develop independence and are
very well prepared for the next stage of learning.
Behaviour, attitudes and establishing routines Strong standard
Children demonstrate excellent behaviour, positive attitudes to learning and a secure
understanding of routines. They are curious, engaged and show high levels of concentration
for their age, approaching activities with enthusiasm and persistence. Leaders have
established a harmonious and respectful culture where children are kind to others and
increasingly manage their feelings and behaviour independently.
Staff consistently reinforce positive behaviour through clear expectations and purposeful
teaching. Children understand what will happen next and reflect on routines, giving them
confidence and security in their daily experiences. They show exceptional social skills in
group and cooperative play, sharing resources, taking turns and listening attentively to
peers.
Secure key-person relationships underpin children's sense of belonging, providing
consistency and emotional support. Staff ensure that routines are predictable, yet flexible,
enabling children to develop independence in tasks such as tidying away toys or preparing
snacks.
Leaders and staff model and teach routines explicitly. They help all children, including those
with special educational needs or who are disadvantaged, to follow daily patterns and
expectations, including the importance of attendance and punctuality. This structured
approach ensures that children develop resilience, self-regulation and a positive approach to
learning. They leave the setting confident, capable and ready for the next stage of their
education.

Children's welfare and wellbeing Strong standard
Leaders consistently prioritise children's welfare and wellbeing. They ensure that policies,
procedures and practices are regularly reviewed, updated and implemented effectively. The
setting provides a welcoming, home-from-home environment. Children feel safe, secure and
confident to explore and engage in play, learning and social activities. Daily outdoor play
supports children's physical development, curiosity and emotional health.
Children form trusting and positive relationships with staff, which underpin their sense of
security and belonging. Staff know the children in their care very well and respond quickly to
their individual needs. Those children with special educational needs and/or disabilities
(SEND) receive carefully tailored support, ensuring that they are fully included in all activities
and able to access the curriculum. Leaders and staff work closely with families and external
agencies to provide personalised support. They adapt routines and teaching to meet
children's needs effectively.
Routines promote independence and healthy habits, helping children to manage self-care,
make positive choices and develop emotional resilience. Children confidently select books,
care for their teeth and follow daily routines, demonstrating responsibility and agency.
Nurturing relationships, thoughtful routines and targeted SEND support ensure that all
children feel valued, are emotionally secure and thrive in a safe, inclusive environment.
Curriculum and teaching Strong standard
Leaders have a precise understanding of the quality of the curriculum and teaching. The
curriculum is coherently sequenced, fully meets the early years foundation stage
requirements, and is inclusive, highly ambitious and consistently delivered. Staff have high
expectations for all children, including those with special educational needs and/or
disabilities (SEND). Care needs are embedded in daily routines. Children help to prepare
snacks and tidy away toys, promoting their independence, responsibility and a secure sense
of belonging. Practitioners prioritise children's personal, social and emotional development,
supporting them to express feelings and build resilience. Extensive physical play, including
dance, animal movement sessions and outdoor activities, strengthens children's
coordination and confidence.
Staff interactions are consistently high quality. Babies benefit from attentive one-to-one time,
with nursery rhymes and language modelling to support early communication. Older children
engage in rich conversations, with staff adapting teaching to children's emerging interests.
For example, discussions about illness are extended to explain vaccines, deepening
children's vocabulary and understanding. Mathematical understanding is woven purposefully
throughout daily routines and play, strengthening children's number sense and problem-
solving skills.
Assessment is robust and used effectively to identify children's starting points, spot gaps
and tailor teaching. Children, including those with SEND or facing other barriers to learning,
receive timely support and adjustments, ensuring they achieve sustained progress.

Inclusion Strong standard
Leaders and staff are committed to creating an inclusive environment where every child is
valued and supported to succeed. Children with special educational needs and/or disabilities
(SEND) are at the heart of the setting's vision. Their needs are identified swiftly and
accurately. Staff work closely with parents and external professionals to ensure timely and
effective intervention. The effective use of additional funding improves outcomes for children
with SEND and those who are disadvantaged. Barriers to learning are reduced and children
make noteworthy progress from their individual starting points.
Staff implement targeted strategies consistently. The extensive and consistent use of sign
language across the setting enables all children to communicate their needs effectively,
including those with SEND and emerging speech and language skills. Staff model signs
alongside spoken language, creating an inclusive communication-rich environment where
every child can express themselves and feel understood. As a result, children develop
confidence in communicating and experience reduced frustration.
Visual cues are habitually used throughout the day, particularly during discussions about
daily events and routines. Visual prompts help children to understand what will happen next
and support them to follow routines independently. This consistent approach strengthens
children's sense of security and enables them to engage fully in the life of the setting.
Children demonstrate a deep sense of belonging in a culture of respect and acceptance.
Leadership and governance Strong standard
Leaders use detailed and insightful analysis of the settings to evaluate the effectiveness of
provision and work closely with the nominated individual. They are highly adaptive and
responsive to emerging needs. They support staff and leaders in their roles, including during
periods of change, such as unexpected absences. Their focus on securing high-quality
outcomes for all children is consistent and well embedded.
Staff benefit from regular, relevant and targeted professional development opportunities,
which strengthen practice and expertise. A culture of high expectations and professionalism
is evident across the setting. Staff consistently make a positive contribution to children's
learning and care. Additional funding is used effectively to support children who are
disadvantaged, ensuring that barriers to learning are minimised. Staff report feeling
supported, valued and confident in their roles, with workloads managed appropriately and
wellbeing prioritised.
Continuous improvement is central to the setting. Staff actively seek, accept and provide
feedback to enhance provision. Recent behaviour training has had a positive impact in staff
supporting children to manage their feelings, understand the consequences of their actions
and develop self-regulation. Thoughtful engagement with parents ensures secure
partnerships. Established links with the local school, including participation in a literacy
programme, enable children to thrive and be very well prepared for transitions to school.

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 of all ages are happy, socially confident and emotionally secure. They develop
positive and trusting relationships with staff and their peers and feel safe in the setting. Well-
established routines are embedded in daily practice, and children confidently recount the
sequence of their day. For example, they know when it is snack time and that story time
follows, demonstrating a sense of structure and security.
Children develop the knowledge, skills and confidence they need to secure the best possible
start in life. Children demonstrate high levels of independence; older children confidently

Inspector:
Victoria Jones
dress themselves in outdoor clothing before going outside to play. Children are encouraged
to engage in managed risk-taking opportunities, such as climbing on the branches of low
trees. This supports the development of their physical skills, resilience and confidence, while
ensuring that their safety remains paramount.
Children understand that their opinions matter and that they are valued. During group times,
they vote on which book to read at story time, promoting democratic values and shared
decision-making. In discussions, children take turns to speak and eagerly share what they
know and can do, showing confidence and respect for others.
Effective systems, processes and appropriate levels of oversight ensure that children are
kept safe and supported to flourish. Children with additional needs or special educational
needs and/or disabilities receive appropriate adaptations and targeted support to ensure
that they are fully included and able to participate in all aspects of the provision.
Older children demonstrate exceptional levels of creativity, cooperation and problem-solving.
For example, a group of children collaborate to design and build a water activity outdoors.
They carefully position pipes and work together to pour water through them, adjusting the
angles so the water flows successfully into a bucket placed lower down. Children strengthen
their friendships while developing early scientific understanding, teamwork and resilience.
Next steps
Leaders should sustain their work to ensure continued improvement and high standards.
They should focus on creating a transformational impact on the outcomes and
experiences of disadvantaged children, those with special educational needs and/or
disabilities, those who are known (or previously known) to children's social care, and
those who may face other barriers to their learning and/or wellbeing.
About this inspection
The inspector spoke with leaders, practitioners, special educational needs coordinator,
children and parents 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
Unique reference number (URN): 2750658
Address:
Egloskerry Nursery
Egloskerry
Launceston
PL15 8RT
Type: Childcare on non-domestic premises
Registration date: 05/09/2023
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 24 February 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
20
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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