Smartys Day Nursery

Smartys Day Nursery
Unique reference number (URN): EY555147
Address: The Old Community Centre, Burford Way, Hitchin, Hertfordshire, SG5 2UZ
Type: Childcare on non-domestic premises
Registered with Ofsted: 21/12/2017
Registers: EYR
Registered person: Smartys Day Nursery (Hitchin) Ltd
Inspection report: 19 February 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement

Expected standard
Safeguarding standards not met
Leaders have not ensured that there is an open and positive culture around safeguarding.
Staff working with children understand how to identify any concerns about the welfare of
children. However, they are not aware of their continued responsibilities once they have
informed leaders. Due to lack of oversight, staff knowledge is not monitored. Although staff
have completed some training, leaders have not checked their knowledge is sufficient to
meet requirements and demonstrate how they implement their learning to adequately
safeguard children.
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.
Behaviour, attitudes and establishing routines Expected standard
Leaders and staff are generally effective role models to children. They provide reassurance,
praise and encouragement during children's play and learning. This helps to raise children's
self-esteem and confidence as they develop a positive attitude to their learning. Children
have positive relationships with staff, seeking them out to play with. Staff provide children
with security and comfort when needed.
Leaders place a strong emphasis on the importance of children's attendance with parents
from when they first start at the nursery. This is continually promoted, and any unexplained
absences are followed up in a timely manner.
Staff are clear on most expectations for children, such as transitions between different
periods of the day. Embedded routines for tidying away toys are in place as well as getting
ready for the garden. As a result, some children can complete these tasks independently,
knowing when to seek support if needed. Children's behaviour is positive, and any disputes
are quickly managed. Staff use age-appropriate language to explain their expectations. They
support children to be kind to each other. Older children are encouraged to work together to
complete activities, with staff close by to offer guidance when needed.

Needs attention
Achievement Needs attention
Despite children making some progress from their starting points, weaknesses in the
curriculum and variations in the quality of teaching mean gaps in children's learning and
development do not close quickly enough. This means some children, particularly those who
require additional support, are not consistently supported to achieve well or get ready for
their next stage of learning.
Older children recognise their names, join in with singing and listen to stories. Children
develop their social skills well, playing alongside other children before moving on to
developing friendships and seeking out specific children to play with. Children use good
manners and are respectful to each other. Younger babies develop their physical skills as
they explore activities at different heights, pulling themselves up to stand and strengthening
their leg muscles.
Children's welfare and wellbeing Needs attention
Overall, staff support children's emotional wellbeing effectively. They create a nurturing
environment, where children typically feel safe, valued and secure. However, leaders do not
ensure that staff are fully trained to reliably promote children's welfare through their
understanding of safeguarding procedures.
Staff work closely with parents and carers to gather detailed information about children,
including their abilities and individual routines. For younger babies, home routines are
followed to offer consistency, which supports their wellbeing. Overall, key persons develop
positive relationships with children and their parents. Children, including those who may be
vulnerable, are confident and happy as a result.
Staff generally support children to lead a healthy lifestyle. They are provided with ample
opportunities to be physically active, inside and outdoors, and explore the natural
environment. The setting chef provides home-cooked nutritious meals for children.
Mealtimes are sociable and calm, and children show excellent manners and engage in
meaningful conversations with staff and peers.
Effective hygiene practices are in place for all children. For example, from a young age,
children are encouraged to wash their hands before mealtimes.
Curriculum and teaching Needs attention
Although leaders and staff have some broad ideas of what they want children to learn,
weaknesses in the curriculum design mean it is not well considered for all children. Leaders
have placed an emphasis on children's communication and language development.
However, for those children with barriers to their language development, strategies are not
consistently effective. Lack of oversight of this means that adaptations or communication
tools are not used by staff, and this impacts on the progress those children make.

Urgent improvement
Staff's interactions and teaching are variable. Some children, particularly those children who
need additional support or have barriers to their learning, do not always receive as high-
quality learning experiences as their peers. Staff do not consistently prioritise or implement
children's next steps, such as implementing strategies to build on children's communication
and language skills. These weaknesses impact on the progress some children can make.
Learning experiences are not consistently adapted for children's varying age groups or
abilities, such as those who are younger or need additional support. This impacts on the
quality of teaching. Inconsistencies in interactions for some children cause learning to be
incidental rather than by design. As a result, not all children engage purposefully. For
example, staff decide what activities to provide for the youngest children based on a broad
and general plan that does not always match the learning and development levels and
needs of the children. Activities therefore do not consistently offer them opportunities to build
on what they already know and can do.
Children enjoy developing their physical skills in the garden area. They navigate spaces and
strengthen their leg muscles as they ride pedal bikes. Mathematical language is consistently
used with the oldest children as they count the number of cars which go down the tube.
Inclusion Needs attention
Some children, particularly those who need additional support or have barriers to their
learning, do not consistently receive high-quality learning experiences. Leaders identify gaps
in children's learning, and at times, work in partnership with parents to support children.
However, they do not ensure there is sufficient support in place for children with special
educational needs and/or disabilities (SEND) to address gaps in their development while
waiting for the referral process to be completed. Strategies are not put into place to reduce
barriers to learning. Leaders have not ensured their knowledge about supporting children
with SEND is prioritised and, as a result, staff are not supported effectively. This impacts on
the progress those children make in their learning and development.
Leaders have some knowledge of how to use additional funding to further support those with
barriers to their learning; however, this is not always used in a timely way to support children
when they need it most.
Despite this, staff know children well. They have an understanding of the children's needs
and interests and can talk about some of the progress children have made so far. Staff
share information about children's development with parents and how they can support
children's learning at home.
Leadership and governance Urgent improvement
Weaknesses in leadership and governance have a significant impact on children's welfare.
Leaders have not ensured that staff are able to demonstrate consistent knowledge of

statutory safeguarding and reporting obligations. These gaps in staff knowledge have
significant implications for children's safety.
Leaders do not have a secure oversight of the setting. Arrangements for monitoring the
quality of the provision are not effective in helping them promptly identify and address areas
for improvement. Leaders have not made sure their knowledge of how to provide a high
quality experience for children, particularly for those children with special educational needs
and/or disabilities or other barriers to their learning, is up to date.
Although leaders know what it is that they want the children to learn and how this should be
delivered, they have not accurately assessed staff's skills and knowledge to ensure this
happens in practice. Staff do not have regular supervisions to support their professional
development. This has impacted on the quality and consistency of staff practice. However,
leaders do support staff wellbeing and have regular discussions with staff to ask if there is
anything that they can do to further support them personally, which helps staff to feel valued.
What it's like to be a child at this setting
Leaders have not ensured staff safeguarding knowledge is secure. This does not assure
children's safety and welfare at the setting.
Lack of leadership oversight impacts all areas of the setting. An effective curriculum has not
been implemented across the setting, and activities do not build on what children already
know and can do. Where activities are pitched at the correct level, children remain
interested and motivated. This variability means that some children, including where there
are barriers to their learning, do not make consistent progress from their starting points.
Staff have secure knowledge of children's interests. However, there are weaknesses in how
staff identify and address any barriers children may face to learning. For those children with
emerging communication and language development, strategies and the support required to
develop these skills fully are not implemented. Gaps in speech and language development
for some children have either not been addressed promptly or have gone unrecognised
entirely. In addition, adaptations to the curriculum, particularly for those with communication
delays, are applied inconsistently across the setting. As a result, children do not always
receive the tailored support they need to make progress from their individual starting points.
Some children's learning needs are not fully met, and their achievement is limited.
Children experience a nurturing environment, where they feel secure and cared for. They
form trusting relationships with their key person, developing a sense of belonging. Children

Inspector:
Lisa Smith
About this setting
Unique reference number (URN): EY555147
demonstrate positive relationships with their peers and show kindness and consideration in
their interactions. They engage collaboratively in play, take turns and share resources.
Next steps
To meet the requirements of the Early years foundation stage the provider must take the
following actions by the assigned date:
Action Completion Date
ensure staff have a secure knowledge and
understanding of safeguarding policies and procedures
13/04/2026
develop and implement an effective curriculum that
meets the needs of all children, including those with
special educational needs and/or disabilities
13/04/2026
put suitable arrangements in place to provide staff with
supervision, coaching and support that enables them to
improve their ability to implement a suitable curriculum,
meet children's needs and manage the nursery
effectively.
13/04/2026
About this inspection
The inspector spoke with leaders, practitioners 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.

Address:
The Old Community Centre
Burford Way
Hitchin
Hertfordshire
SG5 2UZ
Type: Childcare on non-domestic premises
Registration date: 21/12/2017
Registered person: Smartys Day Nursery (Hitchin) Ltd
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30
Local authority: Hertfordshire
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 19 February 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
58
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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