Cloud9 Childcare

Cloud9 Childcare
Unique reference number (URN): 2776625
Address: Ashfield House, Illingworth Street, Ossett, WF5 8AL
Type: Childcare on non-domestic premises
Registered with Ofsted: 22/02/2024
Registers: EYR
Registered person: Cloud9 Childcare Ltd
Inspection report: 22 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.

Strong standard
Achievement Strong standard
Through the inclusive curriculum, children gain the skills and confidence required for their
next stage of learning. Younger children learn how to be part of a group and begin to share,
which evolves into social confidence as pre-schoolers independently ask peers, 'Can you
play with me?' This development is evident in their physical skills as children progress from
using chunky crayons to using thin paintbrushes, demonstrating refined fine motor control.
Independence is a priority. Children learn to manage their own personal care and gain the
confidence they need for the next stage of education. For example, younger children put on
their own hat during role play, while older children learn to put on their own shoes and coats.
Children with special educational needs and/or disabilities and those facing barriers to
learning reach their potential from their individual starting points. For instance, children who
previously struggled with transitions now follow the daily routine with confidence. They
respond well to consistent support, moving from a need for one-to-one guidance to
participating independently in group activities. As a result, children reach their milestones
and leave well prepared for the transition to school.
Behaviour, attitudes and establishing routines Strong standard
Children demonstrate highly positive attitudes to learning and consistently follow
expectations for behaviour. They show a clear understanding of boundaries, which helps
them feel safe and secure. Staff model kindness and use positive phrasing, such as 'gentle
hands', to guide children's interactions. Younger children learn the social routines of the day,
such as warmly welcoming their peers to the table for snack as they wake from their naps.
This culture of care is reflected by older children, who show empathy and kindness by
offering cuddles to their peers when they need reassurance.
Children follow instructions well and learn to line up sensibly when moving between indoors
and outdoors. Staff encourage a 'can-do' attitude, supporting children to stay determined
when they encounter difficulty. For example, children show great focus and resilience as
they keep trying to hammer golf pegs into a box. Staff offer motivating praise, telling children
they have 'big strong muscles' to build their self-belief and perseverance.
Staff use calm and consistent redirection to help children understand expectations. For
instance, when children become overly energetic indoors, staff gently explain the
importance of using 'indoor voices'. Children respond positively to this guidance, showing a
developing ability to regulate their own actions. As a result, children behave with great
respect toward their peers and the setting's animals, such as the resident fish, rabbit and
tortoise.

Curriculum and teaching Strong standard
Leaders design an ambitious curriculum and maintain a clear understanding of the quality of
teaching. They reflect regularly to improve practice, such as rearranging the baby room to
enhance resource accessibility. Staff purposefully target early language skills. For example,
during a Goldilocks-themed activity, children learn vocabulary such as 'soft', 'big' and 'small'
while retelling the story. Staff build children's mathematical knowledge during play by
counting claps with babies or helping pre-schoolers incorporate circles into their artwork.
Staff use ongoing assessments to identify what children know and can do. They use this
data to plan precise next steps, ensuring staff offer challenge and help children embed
learning. For instance, staff use children's previous fascination with frogspawn to introduce a
chia seed experiment. Children explore scientific concepts as they observe the 'slimy'
texture and watch seeds grow over time. Physical skills evolve progressively as children dig
in the sandpit and use large tweezers, leading to refined mark making. Personal and social
growth remains central. 'Show and tell' sessions allow children to speak confidently, while
activities such as discussing favourite milkshakes encourage peer interaction.
Leaders and staff adapt teaching to ensure the curriculum remains accessible to everyone.
Children, including those with special educational needs and/or disabilities and those who
face barriers to learning, receive the support they need to engage fully in their learning and
make continuous progress.
Inclusion Strong standard
Staff and leaders identify individual needs through a responsive key-person system and 'All
About Me' forms that gather essential information on children's interests and routines. Staff
use ongoing assessments, including the progress check at age two, to consistently track
development and spot learning gaps. When staff identify concerns, they implement internal
support, including personalised activities and visual profile sheets available in rooms. This
ensures all staff quickly understand children's needs and targets to maintain consistent care
and continuity.
Staff set small, achievable targets to help children progress before they initiate timely
referrals to outside agencies. Staff complete targeted training in areas such as
communication, special educational needs and/or disabilities and barriers to learning to
ensure they have the expertise to meet these needs. Leaders reduce barriers to learning
through reasonable adjustments, such as maintaining resources at low levels to ensure they
remain accessible. Staff are deployed flexibly to provide one-to-one support for children who
require help to manage their feelings and behaviour.
For children who speak English as an additional language, staff introduce key words from
their home language into everyday conversations. They also use visual aids and gestures to
build communication confidence and ensure children feel understood. Early years pupil
premium funding purposefully supports disadvantaged children, for example through the
engagement of a dance teacher to enhance physical development. Leaders monitor
progress and review support termly to assess the impact of interventions. Staff provide

Expected standard
dedicated support for children known, or previously known, to children's social care to
ensure they receive consistent care.
Children's welfare and wellbeing Expected standard
Individual care needs are met through detailed routines. Sleep arrangements are tailored to
age, with staff present to ensure children's safety. For babies, weaning records track new
foods and provide staff with accurate information. Dietary requirements are managed using
a system of photos and colour-coded plates to identify children with allergies at mealtimes.
Children's physical wellbeing is a priority. They have constant access to fresh water and
develop independence from an early age. Babies select their own bottles, while staff
introduce vocabulary such as 'hydrate' to explain the importance of drinking to older
children. Children manage their own hygiene and practise skills such as doing up zips or
applying sun cream. Staff teach children about sun safety, discussing the weather and UV
levels to help them understand why they wear hats and need protection when outdoors.
Staff promote healthy eating and oral health, while children with special educational needs
and/or disabilities receive tailored support through care plans to navigate routines with
confidence.
Staff emphasise the importance of regular attendance and support families to ensure
children benefit from a consistent routine. Leaders are typically mindful of children's use of
technology at home and discuss reducing screen time with parents. However, they have not
yet established a consistent approach to educating children about online safety or sharing
guidance with all families. As a result, a shared approach to promoting digital wellbeing and
managing the risks of technology is not yet fully embedded across the setting.
Leadership and governance Expected standard
Leaders reflect continually on their practice, recently expanding the setting into purpose-built
rooms to meet growing community demand. To maintain staff morale, leaders prioritise
wellbeing through meaningful recognition. This includes the use of 'proud clouds' to
celebrate individual achievements and highlight positive moments within the team. New staff
typically receive a full induction to ensure they understand their roles and responsibilities
from the start. Staff feel supported and value the open-door policy, which encourages
transparent communication.
Leaders identify specific training needs through regular observations, ensuring staff access
a range of targeted training to help them support children with special educational needs
and/or disabilities. Termly supervision sessions allow staff to reflect on their strengths and
areas for development.
Partnerships with parents are a strength. Parents value the family-oriented environment and
express a level of trust that their children are safe and cared for. Staff typically use a digital
app for two-way communication, while prioritising face-to-face rapport to build trust. Leaders

support school transitions by joining local networks and updating teachers on children's
progress. Generally, these transitions are well managed. However, partnerships with other
early years settings are not yet consistently effective. For children attending dual settings, a
joint approach is not always in place. As a result, the sharing of baseline assessments and
information is sometimes delayed, which has the potential to impact negatively on the
continuity of care and learning.
What it's like to be a child at this setting
Children arrive at this welcoming, homely setting with confidence and separate from parents
with ease. They feel safe and secure in the care of nurturing staff. Older children
independently wave goodbye, while younger children accept a warm welcome and a cuddle
before going happily with their key person. Children consistently benefit from the responsive
relationships staff build with them. Leaders and staff work closely with families to promote
the importance of attendance, recognising that it supports children's learning and safety.
Children thrive as they lead their own play in an environment that values their uniqueness.
They move flexibly between different areas, including dedicated sensory rooms, while staff
maintain close supervision to ensure they are safe. Children show high levels of resilience
and confidence. They persevere with challenging activities and develop strong self-belief
through the encouragement they receive from staff.
Children explore the community on regular outings, where they learn essential road safety
skills. They wear high-visibility jackets and follow instructions to 'look left, look right and
listen'. Children feel a sense of belonging through engagement, such as learning about
Remembrance Day. They make wreaths from dried leaves and discuss history, including the
significance of remembering soldiers and animals. Staff help them to create meaningful links
through a visit to the local cenotaph.
Children achieve consistently well from their starting points. Babies copy animal noises and
use shells to scoop and pour sand to develop fine motor skills. Toddlers use tongs to self-
serve lunch and line up animals to count and categorise them. Pre-school children develop
high levels of independence as they manage personal care and use paintbrushes to create
marks. Children with special educational needs and/or disabilities and those who face
barriers to learning receive targeted, sensitive support. For example, children use sensory
fidget boxes to help them remain focused and settle during mealtimes. As a result, children
gain the essential knowledge and skills they need and leave the setting ready for the next
stage of their learning.

Inspector:
Josie Cumiskey
About this setting
Unique reference number (URN): 2776625
Address:
Ashfield House
Illingworth Street
Ossett
WF5 8AL
Type: Childcare on non-domestic premises
Registration date: 22/02/2024
Registered person: Cloud9 Childcare Ltd
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Wakefield
Next steps
Leaders should refine the strategies used to support children and families in
understanding the risks of digital technology and keeping safe online.
Leaders should strengthen partnerships with other settings that children attend to ensure
a consistent joint approach is established and developmental information is shared
promptly.
About this inspection
The inspector spoke with leaders, practitioners, 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.

Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 22 April 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
90
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.

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