Dream Catchers Day Nursery

Dream Catchers Day Nursery
Unique reference number (URN): 2839079
Address: 1 Station Road, Treeton, Rotherham, S60 5PN
Type: Childcare on non-domestic premises
Registered with Ofsted: 19/04/2025
Registers: EYR, CCR, VCR
Registered person: Dream Catchers Nursery Ltd
Inspection report: 14 May 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
All children make consistently steady progress in their learning. They are very well prepared
for their next stages of learning, such as school. They develop vital self-care and
independence skills. For example, children confidently find their own cups and help
themselves to drinks when they feel thirsty.
Children are developing skills in focusing their attention on specific tasks. For example, they
become focused on practising their mark-making skills. They practise using pens and
clipboards as they confidently make marks on paper.
Children with special educational needs and/or disabilities and those with other barriers to
their learning make particularly rapid progress in relation to their starting points. This
includes children who are at risk of falling behind their peers. For example, children who
started the nursery with limited speech, now have range of words within their vocabulary.
Behaviour, attitudes and establishing routines Strong standard
Leaders and staff have high expectations for children's behaviour. They consistently model a
range of positive behaviours. For example, they model language such as, 'Please' and
'thank you'. They teach children how to be kind to one another and are excellent role models
for this. Children become highly engaged in range of activities across each of the rooms.
Leaders promote to parents the value of regular attendance at nursery.
There are well-established and inclusive routines that are understood by children. Parents
comment on how well their children know the routines and sometimes like to follow similar
routines at home. Routines take into consideration children's individual support needs. Staff
are mindful of the children who may struggle with the routines and guide them in a way that
is appropriate to them. For example, at mealtimes, some children need regular breaks away
from the table. Staff facilitate this while still ensuring they remain included within the meal.
There is a highly effective key-person system in place. This includes ensuring all children
have a secondary key person. As a result, children are happy and settled and form positive
bonds with caring and attentive staff. Staff teach children how to understands a range of
emotions. For example, they use photos and discuss how children in the photos might be
feeling. They label emotions such as tired and excited. This helps children to understand a
wide range of feelings and emotions.
Children's welfare and wellbeing Strong standard
Leaders have established a range of policies and procedures that ensures children's welfare
and wellbeing is consistently prioritised. They regularly review these to ensure they remain
effective. Attentive staff work with parents to ensure they are kept informed of changes to
children's routines, particularly during times of transition. For example, for those children
who are transitioning between one and two naps. Staff get to know children well and how to

Expected standard
support them individually. They know which children who may require more support when
going to sleep such as those who like their back patting to fall asleep.
Children are regularly supported to tend to their own personal care needs. For example,
there are dedicated stations for children to help themselves to tissues. They are taught
about positive hygiene practices that are modelled by staff, such as washing their hands
prior to meals.
Children, especially disadvantaged children, those with special educational needs and/or
disabilities and those who are known (or previously known) to children's social care are
particularly well supported. They have formed positive relationships with their key person.
Staff access additional training to help them to learn about potential barriers to children's
wellbeing. This ensures these children and their families are particularly well supported.
Inclusion Strong standard
Leaders and staff identify children who may require additional support. This is done through
detailed and precise observations and assessments. Staff speak with parents and carers to
help identify if there are any differences in the child between home and nursery. Leaders
have a clear oversight of the children within the nursery and the wide variety of families who
attend.
Leaders put in place clear plans to support individual children. They guide and mentor staff
to ensure this support is effective and consistently impactful. Staff complete regular reports
for parents to ensure they are kept informed of their child's development. Staff go above and
beyond to ensure these are fully understood by parents. For example, they translate reports
for families who do not speak English.
Those with oversight of children with special educational needs and/or disabilities are highly
knowledgeable. They attend regular and relevant training to ensure their knowledge remains
up to date. They attend specialist training to support children who may face specific barriers
to their learning and/or wellbeing. The nursery works closely with external professionals
such as social workers and speech and language therapists. This ensures children are
accessing specialist support when necessary.
Leaders ensure the effective use of additional funding. For example, they use the early
years pupil premium and other funding effectively. They have used some of the funding to
support children's emotional wellbeing. For instance, providing all staff with lanyards with
images to further support children's understanding of emotions.
Curriculum and teaching Expected standard
Leaders have developed a curriculum that is typically inclusive for all children. The
curriculum builds on what staff and leaders hope children will learn as they progress through
the nursery. Staff have identified key steps as a guide for children to accomplish before

moving to the next room. This takes into consideration any children with special educational
needs and/or disabilities.
There is a focus on supporting children's communication and language. Within the younger
rooms, staff sing a range of songs. Children join in with this enthusiastically. These further
build on children's language skills. Children learn these nursery rhymes and the actions and
request their favourites.
Activities within the nursery are planned to support children's next steps as well as their
interests. For example, an activity is set up for to support children to explore a range of
textures. Teaching of mathematics is effective throughout the nursery. Children are provided
with a range of opportunities within their play to develop these skills, such as counting.
Some activities are provided by external visitors such as Spanish teachers and football
coaches. These are typically inclusive to ensure all children are able to take part.
Children's physical development is supported well. For example, staff in the baby room
ensure children have ample opportunities to develop these skills through cruising furniture
and jumping on a small trampoline.
Leadership and governance Expected standard
Leaders are extremely passionate and continuously reflect on their practice and provision.
They have a clear action plan in place to identify areas they still wish to develop. For
example, they have a development plan in place to further improve the baby garden. The
nominated individual has a clear oversight of the setting and ensures they put in place
effective support for leaders. They are supportive of their wellbeing and workload.
Staff express high levels of wellbeing. They feel well supported by leaders and receive a
range of opportunities to further develop their knowledge. This includes additional training
and feedback on their practice. Apprentices within the setting feel well supported by leaders.
Key staff receive regular supervisions that enable them to discuss any areas of concern.
These are not yet extended to include support staff and those who do not permanently work
within the rooms. Some training that staff attend has a significant impact on the
development and wellbeing of children. However, some training, especially that is completed
online, is not consistently understood across the staff team. Leaders have not yet put in
place strategies to ensure this training is fully understood.
Leaders proactively engage with parents, who provide overwhelmingly positive feedback
about the nursery. The nursery makes available a range of home learning resources. This
enables parents to continue children's learning at home if they wish. A wide range of books
are available for families to borrow. Staff also make available a range of guidance for
parents such as advice on potty training and oral hygiene.

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
Children are happy within this setting. There is a real sense of belonging for all children and
their families. Parents comment that the nursery forms part of their village when referring to
them as a vital support system. The sense of belonging is further strengthened as the
nursery prepares children for school. A display board shares how children within the pre-
school room will be part of a new community when they leave to go to school. Children
enjoy discussing where they will be going to school with their parents as they arrive.

Inspector:
Amy Whiting
About this setting
Children have many opportunities to make choices in their play and learning. They develop
positive attitudes to their learning as they choose the areas in which they want to play. At
group times, children enjoy choosing nursery rhymes to sing. They take it in turns to choose
a song by selecting the relevant picture from a board. This ensures even the youngest
children have a voice within the nursery. Children enjoy a wide range of engaging activities.
These include play-dough activities where they explore using a range of tools. This helps to
develop their co-ordination.
Leaders and staff create a highly inclusive environment in which differences and similarities
are celebrated. All children make steady progress in relation to their starting points.
Children's wellbeing is particularly well supported to ensure children feel safe within the
nursery. Children's regular attendance is encouraged and any absences are followed up
appropriately. This helps to keep children safe.
There are high levels of support for children's wellbeing across the nursery. Children are
supported to express and explore their own and others emotions, teaching them empathy.
Staff are caring and attentive to children's individual needs. Children settle quickly as a
result of well-thought-out settling in sessions. This also applies as children move through the
rooms and settle into new routines. Attentive staff support them with these transitions.
Next steps
Leaders should further develop the supervision process to ensure all staff consistently
receive these and that leaders continuously monitor the effectiveness and understanding
of training, particularly that has been completed online.
About this inspection
The inspector spoke with leaders, staff, parents and the special educational needs and
disabilities co-ordinator 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.

Unique reference number (URN): 2839079
Address:
1 Station Road
Treeton
Rotherham
S60 5PN
Type: Childcare on non-domestic premises
Registration date: 19/04/2025
Registered person: Dream Catchers Nursery Ltd
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Rotherham
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 14 May 2026
Children numbers
Age range of children at the time of inspection
0 to 9
Total number of places
87
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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