Monkey Puzzle Day Nursery Chesham

Monkey Puzzle Day Nursery Chesham
Unique reference number (URN): 2804408
Address: Monkey Puzzle Nursery, Fullers Hill, Chesham, HP5 1LR
Type: Childcare on non-domestic premises
Registered with Ofsted: 18/09/2024
Registers: EYR
Registered person: Creative Cubs Limited
Inspection report: 26 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
Achievement Expected standard
Children, including those with special educational needs and/or disabilities (SEND) and
those who face other barriers to their learning, make steady progress across the areas of
learning. Typically, most children demonstrate communication and social skills that are
broadly in line with expectations. Pre-school children generally show good levels of
collaboration, negotiation and turn-taking with their friends. These developing skills support
them as they prepare for their eventual move to school. Despite this, staff in the toddler
room are yet to consistently develop children's ability to be more cooperative with their
peers. Minor disputes sometimes arise, particularly when more than one child wants the
same toy.
Children, including those with SEND and other barriers to learning, make progress from their
starting points. Leaders' work with staff is helping to close gaps in these children's learning.
Children with SEND make sustained progress alongside their peers. For example, they
proudly share new words they have learned with their parents on collection. On occasions,
such as during group times, staff focus heavily on supporting children with SEND. As a
result, other children occasionally become restless or disengaged.
Leaders and staff use sign language effectively to support children's understanding and
communication from a young age. Children, including those with speech delay and ones
who speak English as an additional language, typically use signs and visual prompts to
express themselves. For instance, when they see the picture representing the 'good
listening' rule, children point to their ear lobe, mirroring staff's earlier role modelling.
Behaviour, attitudes and establishing routines Expected standard
Leaders have high expectations for all children. Staff model kind and caring behaviour and
gently remind children about the importance of being kind to their friends. For example, with
babies, staff use clear single words alongside matching signs to support understanding.
They also help older children to consider each other's feelings. As a result, children
generally respond well, as they frequently use resources safely and play collaboratively with
their friends. While staff do intervene to give reminders, sometimes they do not fully take full
account of children's age and stage of development when setting expectations, particularly
for toddlers. For instance, when there are not enough wheeled toys for the number of
children who want to use them, staff sometimes tell them to share rather than using
techniques that are more developmentally appropriate.
Staff and children form warm, responsive bonds and develop relationships that are happy
and trusting. For example, babies climb on the knee of a familiar adult, seeking comfort and
reassurance. Older children quickly form friendships with their peers. They eagerly look out
for their friends arriving and begin to make plans about what they will play together.
Leaders encourage parents to visit the setting and talk about their jobs, helping children
learn about the wider world beyond their immediate experiences. Staff also organise
community events where children can share their creativity with parents. Through art, music

and imaginative activities, children showcase their learning and celebrate different cultures.
These experiences help to develop children's respect for others and broaden their
understanding of the world. Leaders also work collaboratively and flexibly with parents to
prioritise and support regular attendance, helping children to benefit fully from the
experiences the setting provides.
Children demonstrate that they are keen and enthusiastic learners. They show their
perseverance at tasks, often involving their friends in their play. For example, while
pretending to make 'soup' in the role play kitchen, they invite friends to help stir, reminding
them to be careful because it is 'hot'.
Children's welfare and wellbeing Expected standard
Typically, the key-person system works well. Children form secure relationships with their
key person and other staff who care for them. Most staff demonstrate a detailed knowledge
of children in their group and speak confidently about their interests, preferences and care
routines. For example, staff work closely with parents of babies who are weaning, ensuring
pureed foods offered at the setting reflect what babies have already been introduced at
home.
Leaders and staff work in close partnership with parents to support children's wellbeing,
welfare and progress. They communicate regularly with parents, and, when needed, liaise
with external professionals to agree plans to support children when they gaps in learning or
changes in their behaviour are identified. This helps to create a more consistent approach
for children. Although there are times where staff in the toddler room do not consistently
address minor conflicts between children, which can occasionally lead to children becoming
upset.
Children develop growing independence and manage a range of self-care tasks. For
instance, older children confidently use the 'nose stations' to wipe their noses, dispose the
tissues appropriately and apply antibacterial gel. As children grow, staff help them to
understand and manage risks they may face appropriately. For example, children are
encouraged to eat manageable portions of food and chew carefully to reduce the risk of
choking.
Partnerships with parents also enable staff to gather comprehensive information about
children's individual needs. Where children have allergies or medical needs, this information
is shared so that children are supported safely. For example, robust systems ensure that
children with allergies are only offered foods that are suitable for them. Children thoroughly
enjoy the home cooked, nutritious meals provided and often ask for more.
Curriculum and teaching Expected standard
The curriculum is broad and designed to support all areas of learning with opportunities
available indoors and outdoors. Overall, staff understand the aims of the curriculum.
Leaders recognise that newly appointed and less experienced staff require ongoing support
to make suitable adaptations so that all children, including those who face barriers to their
development, can learn at their own pace and make steady progress.

There are ample opportunities to promote physical development. Children benefit from
space to run, jump and balance. They also enjoy scooping different materials and filling
containers. Staff use these opportunities to introduce mathematical language, helping
children learn concepts such as 'full' and 'empty'. Typically, teaching is effective and
interactions between staff and children are positive and largely meaningful. However, there
are occasions when the implementation of the curriculum is less effective. For example,
some staff have less secure knowledge of how to respond to children's existing and
emerging learning. Their teaching skills are not yet sufficiently embedded to consistently
provide the same high-quality interactions that other staff demonstrate.
Throughout the day, staff plan opportunities for children in each room to participate in group
sessions to promote their communication and language skills. For instance, toddlers enjoy
singing and acting out familiar songs where they 'stomp', 'walk' and 'jump' as they move
through a 'jungle'. In addition, staff typically teach children the rules and boundaries
expected of them to help maintain a safe and comfortable environment. However, strategies
used by staff in the toddler room to help children's understanding of the settings rules, are
not applied consistently in a developmentally appropriate way.
Inclusion Expected standard
Leaders demonstrate a collaborative approach to supporting children and their families.
Typically, staff identify and implement ways to overcome potential barriers to learning. For
example, they create quiet, cosy spaces where children can retreat when needed. This
helps some children to feel calm, settled and able to remain engaged.
Staff show a sound understanding of individual children's needs and the actions required to
support progress, particularly for children who have special educational needs and/or
disabilities (SEND) and those who face other barriers to their learning. Observation and
assessment are used to monitor children's development and identify any gaps in learning.
Where needed, additional support is put in place under the watchful eye of leaders, and staff
consider ways to adapt and support engagement. Leaders play an important role in
monitoring that these systems are implemented and progress to help close gaps happens.
For example, staff have received training and make effective use of visual cues and sign
language to aid children's communication and understanding.
Leaders with responsibility for SEND attend meetings and collaborate with other
professionals, such as local authority advisers and health visitors. In general, they work
closely with staff and parents to ensure a coordinated approach to support provided. This
includes identifying appropriate training for staff, such as introducing signs to aid
communication. There are times where children who need support in learning to share and
take turns do not receive consistent and suitable guidance from staff. This is particularly
evident in the toddler room where children can become overexcited and minor disputes
arise such as when more than one child wants the same resource.
Leadership and governance Expected standard
Leaders have a clear and ambitious vision to support continual improvement. They
demonstrate a secure understanding of the strengths of the setting and any areas for
development. For example, leaders are currently working with staff to strengthen babies'

care routines and implement a more focused curriculum. These developments have
improved practice since the last inspection and positive impact is already evident.
Leaders recognise that several members of the staff team are new and, as a result, the
quality of teaching is currently variable. They observe staff practice, provide feedback and
set targets to support their professional development. However, this work is still in its early
stages and consistently high-quality interactions are not yet fully embedded. For instance,
staff do not always use age-appropriate strategies to support toddlers in developing positive
behaviour, particularly around supporting them to play cooperatively with their peers. Staff's
professional development is not yet fully personalised to consistently embed high-quality
teaching across the setting. Staff report that they feel valued and supported by leaders, who
carefully consider their wellbeing and pressures with workload and have appropriate
systems in place.
Leaders provide a curriculum that encourages children to become independent and
confident, learning through creativity and exploration in the setting's well equipped indoor
and outdoor environments. They know each child's family circumstances and understand
the local community well. Leaders work closely with parents, staff and external professionals
to strengthen communication and language teaching across the setting, particularly for
those children with special educational needs and/or disabilities and others who face
barriers to their learning.
What it's like to be a child at this setting
Children develop into sociable, confident and inquisitive learners at this vibrant nursery.
Warm and affectionate bonds between staff and children are established from the outset,
helping children to feel safe and secure. Typically, children demonstrate high levels of
collaboration as they share ideas and play together. For example, older children
communicate effectively, using problem-solving techniques to move resources around to
create a drum kit. They gleefully beat on each piece of equipment, experimenting with the
different sounds they can make. Children clearly enjoy learning and take pride in celebrating
their achievements with friends and staff members.
Staff know children well and are keen for them to succeed. In general, teaching supports
children's progress. For instance, staff show babies how to roll a ball forwards and
backwards in the garden, encouraging early physical skills and interaction. Even the
youngest children are supported to manage their self-care tasks. For example, babies begin
to use a spoon to eat their meals, later progressing in the next room to using a fork, while

Inspector:
Sonia Panchal
older children practise using a knife and fork. When a sequenced approach is followed
across the rooms it clearly proves successful for children's outcomes.
Overall, staff's knowledge of each child and their families helps them to adapt the
environment and plan experiences that all children can access. They provide a range of
stimulating sensory activities which, for example, help to strengthen the small muscles in
children's hands in preparation for early writing. All children happily engage in these
experiences, including those who have gaps in their learning. When children have special
educational needs and/or disabilities or where children are not making expected progress,
staff identify this quickly. Leaders proactively support staff to offer targeted support and work
with specialists where necessary. As a result, children typically thrive and make progress in
preparation for their next stage in learning.
In the main, the setting prioritises children's communication and language as well as their
personal, social and emotional skills and positive behaviour. Staff introduce signs from an
early age to support communication. Children, including those who face barriers to learning,
use these signs to express their needs and preferences such as signing for 'more food
please' at lunchtime. This helps them become confident communicators as they continue to
develop their spoken English.
Next steps
Leaders should ensure that teaching during group activities is accurately focused to
match all children's stage of development to enable younger children to fully participate
and extend their learning.
Leaders should continue to build on staff's knowledge and skills so that all staff offer
consistent high-quality teaching.
Leaders should carefully monitor the impact of staff's knowledge and skills to support
younger children's behaviour, particularly when sharing and taking turns.
About this inspection
The inspector spoke with leaders, staff, 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): 2804408
Address:
Monkey Puzzle Nursery
Fullers Hill
Chesham
HP5 1LR
Type: Childcare on non-domestic premises
Registration date: 18/09/2024
Registered person: Creative Cubs Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Buckinghamshire
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 26 March 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
60
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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