URN EY381322 · Inspected 2026-04-16 · Published 2026-05-14 · Inspector: Carly Parkinson
Cheeky Monkeys Two Unique reference number (URN): EY381322 Address: 6 Linden Road, Bedford, Bedfordshire, MK40 2DA Type: Childcare on non-domestic premises Registered with Ofsted: 06/11/2008 Registers: EYR, CCR, VCR Registered person: Moliterno, Deborah Inspection report: 16 April 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. Needs attention Achievement Needs attention Due to the weaknesses in curriculum and teaching, children do not have the opportunity to make the progress they may be capable of in all areas of learning. This is because they do not benefit from teaching that is precisely targeted on what they already know and what they need to learn next. Instead, children take part in activities that often focus on broad topics or children's immediate interests, rather than building on their prior knowledge and skills. As a result, children's learning is not sufficiently targeted or sequenced, and opportunities to extend and deepen children's development are not maximised. Children develop some skills that prepare them for the next stage in their learning. They build independence through some daily routines. For example, younger children feed themselves at mealtimes, while older children put on their own coats before going outside. As children share stories and play, they develop early mathematical concepts. Older children identify numerals in texts and count the number of dinosaurs they see. Younger children enjoy construction activities where they develop early awareness of quantity and space. Children who may face barriers to learning receive support to make progress in their communication and language. They have opportunities to take part in one-to-one and group activities which build on their growing vocabulary and develops their confidence in using language. Behaviour, attitudes and establishing routines Needs attention Leaders do not ensure that staff implement a consistent approach to help children to understand the expectations for behaviour and routines across the nursery. Although staff have appropriate expectations, they do not consistently demonstrate confidence in setting clear boundaries or providing the guidance that children require. For example, they remind children to use kind hands but do not explain the reasons for this or help them to understand the impact of their actions on others. As a result, children do not receive consistent support to develop a deeper understanding of how their behaviour affects those around them or why rules are in place. Staff generally consider all children's age and stage of development when implementing routines. Older children develop a clear understanding of what is happening now and next through effective teaching. For example, they pretend to be a train as they line up for mealtimes, reminding their friends to stay connected so the carriages do not break apart. However, some routines across the nursery are less effective. At times, younger children spend periods waiting for others to finish eating, and staff do not adapt routines to ensure they remain engaged in purposeful learning. Staff build secure relationships with children through carefully considered key-person systems. Staff recognise the importance of helping children to settle quickly. They draw on their knowledge of children's individual needs to promote a sense of belonging. This enables children to become increasingly engaged in the learning opportunities available. Leaders work in close partnership with parents and carers to promote positive attendance. They help children to understand the importance of children attending regularly. Leaders ensure the nursery is responsive to the needs of children and their families. They make appropriate adaptations when circumstances change so that every child can make the most of the opportunities to attend. Children's welfare and wellbeing Needs attention Staff do not focus sharply enough on ensuring that daily routines are used to promote children's welfare and wellbeing. For example, during mealtimes, staff often supervise rather than engage children in meaningful interaction. As a result, children do not consistently have opportunities to develop their communication skills, build relationships and learn important social behaviours. Staff are responsive to the individual routines of children and babies. For example, they work in partnership with parents and carers to identify children's sleep patterns and food preferences at home. They ensure these are met in the nursery. The nursery provides nutritious homemade meals and ensures that children's dietary requirements are carefully considered. Staff support children to develop appropriate hygiene practices. In the pre- school room, children learn about germs and confidently share their understanding of where they can be found and how they affect their health. These discussions help children to develop an awareness of how to keep themselves healthy and begin to make informed choices about their own hygiene needs. Curriculum and teaching Needs attention The curriculum is not yet well sequenced or implemented consistently to ensure that children build their knowledge and skills progressively over time. It is largely activity-led and does not consistently consider what children already know and can do. There are assessment systems are in place. However, staff do not consistently use their understanding of children's starting points to inform precise teaching. Often, learning happens by chance rather than through a planned sequence. This limits children's ability to make sustained progress across all areas of learning. Staff focus on supporting children's personal, social and emotional development. They help children to form secure attachments with familiar adults from the outset. Staff plan some activities based on children's interests and experiences. This supports children's engagement and participation in learning. For example, babies have opportunities to develop strength and coordination as they are supported during early walking. Young children build on their physical skills as they use tools to make marks in foam and experiment with different ways of stacking bricks. Older children help to count the number of children in their group and enjoy stories where they join in with repeated phrases. However, occasionally, staff do not use opportunities to extend children's learning and address their misconceptions. This limits children's ability to deepen their understanding, make connections across areas of learning and apply their knowledge confidently in new situations. Inclusion Needs attention Leaders have not provided staff with the appropriate support and training needed to help them to meet all children's needs consistently. Staff do not receive high-quality guidance on how to identify, assess and respond to children's individual needs, and as a result, the quality of teaching is variable. Not all staff have a good understanding of how to adapt their teaching and the curriculum for children who may face barriers to their learning. Leaders swiftly identify children who may face barriers to learning. They put plans in place to support children's learning and wellbeing. For example, they provide targeted language intervention and individual next steps to help some children make progress from their starting points, particularly those who speak English as an additional language. However, these plans are not consistently implemented consistently in daily practice. For instance, where children require different arrangements at mealtimes, staff do not use opportunities to include them fully and support positive social interactions. Leaders and staff work closely with parents and carers to support children's learning at home. They implement strategies in the nursery to ensure continuity of care. Leaders make timely referrals and work effectively with external professionals to put plans in place for children and families, when needed. Leaders use some additional funding, such as early years pupil premium, to benefit children. For example, they provide additional resources to support children during important changes in their home lives. This helps children to feel secure and manage transitions more confidently. However, staff are not consistently clear about how this extra support is planned or why particular resources are chosen. As a result, they are not always able to fully use these opportunities to support and build on children's learning in everyday practice. Leadership and governance Needs attention Systems for leadership oversight are not yet sufficiently effective in securing consistent improvement in practice. While leaders have a clear vision for the intent of the curriculum, staff do not consistently receive the support they need to implement it effectively. Some staff do access online training to further develop their knowledge and skills, such as specific training on baby development. This has a positive impact on their understanding of children's early development and their confidence in supporting babies' needs. However, leaders do not yet use supervision sessions, coaching and wider professional development opportunities effectively to focus on improving curriculum delivery and teaching practice across the nursery. Leaders prioritise staff wellbeing. Staff report that they feel well supported in their roles, particularly those who have recently taken on additional responsibilities. Leaders have identified some areas for improvement in the nursery and have begun to take steps to address them. For example, they have recently implemented new drop-off procedures, which parents and carers have reported as a positive step towards ensuring a smoother and more consistent start to the day for children. Partnerships with parents are effective. Staff use online apps to share information about children's learning. Parents comment on the informative handover they receive during pick-up times. This contributes to effective communication between home and the nursery. It helps parents to feel well informed about their children's experiences and progress. Leaders carefully consider how to support children as they move on to other settings, including school. They work closely with other professionals, such as school staff. They invite them into the setting to support smooth and well-planned transitions. This helps children to become familiar with new adults and environments before they move on, reducing their anxiety and promoting confidence. 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 The weaknesses in the planning and implementation of the curriculum mean children do not consistently benefit from high-quality teaching across all areas of learning. As a result, they do not access a well-planned and sequenced curriculum that fully prepares them for their future learning. For example, children of different ages access the same learning opportunities within the outdoor area, and staff are not yet sufficiently skilled in adapting activities to meet children's differing developmental needs or in using interactions to extend and deepen learning. Inconsistencies in how staff support children's behaviour and routines mean that children do not receive clear and consistent guidance. This limits their understanding of expectations and the impact of their actions on others. Where activities are purposefully planned, children engage positively and benefit from the teaching they receive. For example, during story time, children eagerly join in with repeated phrases, imitate actions and begin to recognise numerals. This active engagement supports children's early literacy and mathematical development, while building their confidence and communication skills. Children have some opportunities to develop independence, such as putting on their own coats and using cutlery at lunchtime. Children typically demonstrate that they feel happy and settled. Younger children delight as they play games with staff in the outdoor area. They enjoy stacking bricks together and then take it in turns to knock them down. These experiences support children to develop cooperation, confidence and resilience. As a result, children become more engaged and motivated learners, positively supporting their overall development. Children form secure attachments, particularly in the baby room, where staff respond sensitively to their needs and cues. For instance, babies seek out familiar staff for comfort, sitting on their laps when upset. Staff respond quickly with soothing words and reassurance. Staff engage in back- and-forth interactions, responding to babies' babbles and talking about familiar people. This responsive care helps babies to feel safe and secure. It enables them to explore their environment with growing confidence while supporting their emotional security and early communication skills. Staff warmly welcome families into the setting. They create meaningful opportunities, such as Mother's and Father's Day events, that actively involve parents and carers in their children's experiences. Children are greeted at the door alongside their parents. They benefit from calm and positive transitions into the setting, which typically helps them to separate confidently and settle into play. When children find these transitions hard, staff are on hand to offer reassurance, comfort and distraction. This helps children to regulate their emotions and engage more quickly in activities. Leaders recognise that partnerships with parents are a particular strength of the setting and use this effectively to promote attendance. This ensures parents feel confident in the care and provision provided. 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 Inspector: Carly Parkinson About this setting Unique reference number (URN): EY381322 Address: 6 Linden Road Bedford Bedfordshire MK40 2DA Type: Childcare on non-domestic premises Registration date: 06/11/2008 Action Completion Date strengthen the sequencing and implementation of the curriculum, so that staff plan with clear learning intentions and targeted next steps, to embed and build on children's learning 28/05/2026 ensure staff teach children the reason why rules and routines are in place to reinforce their positive behaviours 28/05/2026 implement a targeted programme for professional development that helps staff to improve their skills and knowledge. 28/05/2026 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. Registered person: Moliterno, Deborah Register(s): EYR, CCR, VCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00 Local authority: Bedford Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 16 April 2026 Children numbers Age range of children at the time of inspection 0 to 4 Total number of places 51 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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