URN 2775681 · Inspected 2026-03-12 · Published 2026-05-12 · Inspector: Carly Mooney
Cozee Cubs Nursery and Sensory Unique reference number (URN): 2775681 Address: 6A Skaters Way, Werrington, Peterborough, PE4 6NB Type: Childcare on non-domestic premises Registered with Ofsted: 13/02/2024 Registers: EYR, CCR Registered person: Cubz Group Ltd Inspection report: 12 March 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 Children's welfare and wellbeing Expected standard Generally, children develop a sense of belonging in the nursery as they develop close relationships with staff and peers. This helps them to feel safe and secure. Staff work in partnership with parents and carers to follow routines as closely as possible from home, such as sleeping and eating routines. Staff help to promote children's good health and importance of hygiene practices. Children participate in planned activities that promote the importance of oral health. Older children learn about foods that help their muscles to grow big and strong. Children are kind. They offer to help their friends take a box from the shelf and show empathy when their peers become a little upset. Children help to tidy away toys and wipe down tables before eating. These types of tasks help children to gain a sense of responsibility and understand how to work together as a team. Staff demonstrate a secure knowledge of how to keep children safe when children are sleeping. Children are adequately supervised when eating. Staff teach older children how to keep themselves safe, such as when they cut up fruit for their snack. Staff understand the strategies in place to help children with special educational needs and/or disabilities regulate their emotions and are attentive to their needs when they need support. Inclusion Expected standard Leaders and staff specifically trained to coordinate the support for children with special educational needs and/or disabilities (SEND) demonstrate a clear understanding of their needs. Leaders work in partnership with parents and professionals from external agencies to secure support and interventions for children as needed. Staff generally support children's needs appropriately and understand their personalities and learning styles. They know how to use familiar toys, resources and equipment that interest children and that help them to regulate their emotions. Staff across the setting receive some specific training to support their knowledge and understanding of how to support children with SEND. This is helping staff build their confidence and skills. Parents comment positively on the care and support their children receive, and their ongoing communication helps to ensure that children's needs are met. Leaders use appropriate evidence to inform their decisions about how the funding is used to support the progress of children with SEND. For example, staff have received training on intensive interaction that helps with the development of communication and social skills. Leaders are monitoring the impact this is having on children's experiences and have identified further training to improve teaching knowledge and skills. Leadership and governance Expected standard There have been recent changes in the leadership of the setting. Newly appointed leaders are reflective and understand the importance of regular monitoring and evaluation of the Needs attention nursery. They have been quick to identify weaknesses in practice and target clear areas for improvement. Recently, pre-school children, who were previously mixed in with younger children, have moved to their own dedicated base room to enable staff to focus more closely on preparing children for school and embedding behaviour expectations. This is having a positive effect on the eldest children's attitude to learning. Leaders have training planned for all staff to help improve their overall understanding of teaching and the curriculum. Although some of these improvements are still at an early stage, leaders are striving to make positive changes that will benefit all children's time in the setting. Those responsible for governance have a good oversight of the nursery and ensure that leaders are well supported. Leaders regularly observe staff's practice and hold regular meetings to help coach and support staff in their role. They care for staff's wellbeing. Leaders have built positive working relationships with other professionals and seek advice and support for staff. They work with the local authority to identify and enable targeted support for children with special educational needs and/or disabilities to ensure that they are appropriately supported. Achievement Needs attention Some children are not consistently achieving well from their starting points. Younger children do not always progress quickly in developing some of the essential skills they will need, such as their communication skills and understanding of behaviour expectations. This does not ensure that all children are well prepared for the next stage of their learning. All children benefit from singing familiar rhymes and hearing stories read to them. They have some opportunities to engage in sensory play as they explore water, glitter and real flowers in an activity. Older children are confident to engage with each other and take care of their own self-care, such as toileting and handwashing. Children learn to be independent. At snack time they prepare their own food and pour drinks. Children are physically active. They climb, use a slide and ride confidently on bikes and scooters. Babies develop their hand– eye coordination and are introduced to turn taking as they roll a ball back and forth with staff. Behaviour, attitudes and establishing routines Needs attention Some staff do not demonstrate high expectations for children's behaviour or use consistent approaches to help children to begin to understand what is expected of them. Staff often try and manage young children's behaviour from across the room and give little explanation as to why the behaviour may be unwanted. This does not help children, including those who face barriers to their learning, to understand and regulate their own behaviour or understand the consequences for their actions. Routines are in place and are generally understood by older children. However, there is a lack of organisation and reinforcement of behaviour expectations during some routine group times, such as lunchtime with the younger children. This results in children quickly leaving the table and wandering around. On occasion, some staff are not good role models as they do not reinforce manners at appropriate times or use good manners themselves. Staff working with the eldest children help them to understand and regulate their own emotions through visual aids to explain how they are feeling. They give clear explanations when there are minor disagreements. All staff know children well, and children demonstrate the strong bonds they have formed with staff by enjoying cuddles when tired. Leaders promote the importance of attendance to families and offer flexible attendance hours to support families who may face barriers to attending. Curriculum and teaching Needs attention Leaders have an accurate understanding of the current quality of the teaching and implementation of the curriculum. There are currently weaknesses in its implementation that have an impact on children's learning and development, especially with the younger children. Staff engage the eldest children in conversation. They model language and introduce new words. However, staff working with the younger children do not always recognise how to promote high-quality interactions that positively develop children's communication and language. Some staff ask young children questions repeatedly in quick succession, giving them little time to process and respond. Children quickly become disengaged. This includes children who speak English as an additional language. Staff help the eldest children develop their mathematical knowledge well. At snack time, they introduce them to halves and quarters when cutting up fruit. Staff ensure that all children have daily opportunities to engage in physical play both indoors and outdoors. They provide opportunities for those babies learning to walk to pull themselves up to standing and strengthen the muscles in their legs. Staff know the children and families well, and they focus on building close, positive relationships that help children feel safe and secure. 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 What it's like to be a child at this setting Leaders understand their nursery and the provision it provides. They generally identify what they do well and know where improvements are needed to ensure that children, including those who face barriers to their learning, consistently receive a high-quality education while attending. Leaders have identified that the teaching skills of staff are variable across the setting and are taking steps to address this, but as these plans are in their infancy there has been little impact. Currently, staff interactions with the younger children do not always support them to make consistent progress in their communication and language skills. Furthermore, leaders have not yet done enough to ensure that staff are clear about how to manage behaviour effectively and teach children what is expected of them. This is especially so for the younger age groups and more evident in some daily routines, which are poorly managed. Staff warmly greet children on arrival and provide the nurturing care they need to help them feel safe and secure. Children settle quickly and are generally happy. Children have developed close relationships with their key person and smile when they first greet them. They happily approach them for comfort or reassurance if needed. Staff hold daily discussions with parents about their children's time at home, such as their quantity and quality of sleep. This helps them to be sensitive to children's specific individual needs each day they attend. Children are generally confident and explore the activities and experiences on offer. Older children listen and follow instructions well, for example as they follow the steps to make their own play dough. Outside, all children have space to be active and explore. Staff readily praise children. For example, they acknowledge children who are being kind to their friends. This enables children to develop a positive sense of self. Next steps To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date: Action Completion Date improve staff's approach to managing children's behaviour to help children understand boundaries, routines and what is expected of them 13/05/2026 develop staff's understanding of how to support children's learning, with a particular focus on 13/05/2026 Inspector: Carly Mooney About this setting Unique reference number (URN): 2775681 Address: 6A Skaters Way Werrington Peterborough PE4 6NB Type: Childcare on non-domestic premises Registration date: 13/02/2024 Registered person: Cubz Group Ltd Register(s): EYR, CCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00 Local authority: Peterborough Facts and figures used on inspection Action Completion Date communication and language in the baby and toddler room About this inspection The inspector spoke with leaders, 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. This data was available to the inspector at the time of the inspection. This data is from 12 March 2026 Children numbers Age range of children at the time of inspection 1 to 4 Total number of places 36 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. 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