URN 2767174 · Inspected 2026-05-08 · Published 2026-06-15 · Inspector: Lianne McElvaney
Ducklings Beeston Unique reference number (URN): 2767174 Address: Beeston Nursery, 211 Station Road, Beeston, NOTTINGHAM, NG9 2AB Type: Childcare on non-domestic premises Registered with Ofsted: 14/02/2024 Registers: EYR, CCR, VCR Registered person: Ducklings Beeston Ltd Inspection report: 8 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. Expected standard Achievement Expected standard Children are generally well supported to acquire age- and stage-appropriate skills across all areas of learning and development. They develop resilience and learn to persevere. Children build on what they already know and can do through repetition and practise of the skills they are mastering. For example, children revisit construction activities and talk about familiar environments. Children learn to become increasingly independent and develop their communication and language skills, which prepare them for future learning and the eventual transition to school. Babies smile and babble confidently, toddlers begin putting words together and older children ask questions to further their knowledge. All children make progress from their starting points, including those who need extra support, those that have special educational needs and/or disabilities and those known, or previously known to social care. Behaviour, attitudes and establishing routines Expected standard Staff support children to understand about behavioural expectations. They respond to any incidents of negative behaviour by intervening and generally use their interventions to redirect children. However, staff do not consistently explain to children why behaviours are unwanted and ask them to consider the consequences of their actions on others. Staff support children to learn how to take turns and share resources. Staff plan activities outside to help children practise these skills, such as encouraging them to take turns to collect water from a tap and help their friends pour it into different containers. Staff enable children to learn about regulating their emotions and to understand how they feel. For example, staff encourage children to talk about how they are feeling and why, such as, feeling happy because it is sunny. Staff support children with special educational needs and/or disabilities or those known, or previously known to social care effectively, making adaptations to activities and routines to reflect children's understanding. They provide sensory activities for younger children to explore in a quieter area of the garden. Leaders recognise the importance of regular attendance. They work with parents to demonstrate the positive impact of this on children's welfare and development. Firm parental partnerships enable two-way information-sharing and openness. Children's welfare and wellbeing Expected standard Children's independence is typically promoted through enabling children to freely choose their own play activities. Children are able to access resources to develop their own play ideas, such as animals to play with in the water tray. Children are encouraged to pour their own drinks at snack time and serve their own food at meal times. Staff ensure that care practices, such as nappy changes, are carried out sensitively and meet children's individual needs. They ask children before changing nappies and older children are supported to manage their own care needs. Children understand good hygiene routines and why these are important. For example, children understand the routine requirements in place, such as handwashing following using the toilet and before and after eating. Children can talk about how this keeps them safe from having germs on their hands as this could make them poorly. Staff are very caring and attentive to children, which parents recognise, value and praise. Staff know their key children very well and understand their unique needs. Children, including those with special educational needs and/or disabilities, and those known, or previously known, to social care, show a positive attachment to their key person. For example, babies snuggle into staff to share a story and older children talk to their key person about their play ideas. Curriculum and teaching Expected standard Leaders have created a progressive curriculum that is understood by staff. They understand how their teaching supports children's development and progress towards what they need to learn next. The curriculum is carefully planned and ambitious for children's learning. Leaders and staff are clear about building on what children already know and can do. They have a deep knowledge of early years development and understand the importance of promoting children's personal, social and emotional development, as well as physical development. While learning is generally well supported across the curriculum, leaders acknowledge the necessity to further strengthen the teaching of mathematics. They recognise how more precise teaching of mathematics is required to ensure children develop a deeper understanding of early mathematical concepts and enjoyment of numbers and patterns. Teaching supports all children, including those with special educational needs and/or disabilities and children known, or previously known to social care. For example, children with speech delays receive targeted support that helps them become increasingly confident to use new language. Staff engage toddlers in warm, meaningful interactions, speaking slowly and calmly. They patiently and consistently introduce new words to develop new vocabulary, such as names for body parts, as children make models with play dough. Older children recall familiar stories and listen to each other with increasing attention. However, staff are not always clear on what they want children to learn from adult-led activities, which means that sometimes children's learning is lost Inclusion Expected standard Leaders and staff provide an inclusive approach to all children through their interactions and modelling of attitudes. They ensure that all children, including those with special educational needs and/or disabilities and those known, or previously known to children's social care, are understood. Staff generally develop supportive relationships with parents and carers and are proactive in their work with other professionals to ensure children's needs are met. They implement graduated response training to meet children's needs. As a result, children with vulnerabilities make very positive progress in their development. For example, young children who start at the nursery with little language soon begin using naming words and even putting words together. Leaders ensure that the nursery provides an environment where all children are valued and supported, and consequently children thrive. They typically encourage staff to stimulate children's learning with a variety of visits and trips within the local community. Children enjoy visits to the local market to buy fruit and vegetables for their own snack. These experiences offer a wide range of learning and development opportunities beyond the nursery environment. Leaders consider the appropriate use of any additional funding and ensure that funding received is used to specifically support the needs of those children for whom it is intended. For example, staff provide children with additional one-to-one time to support their use of language. Leadership and governance Expected standard Leaders demonstrate a clear commitment to providing quality education and care. They are committed to ensuring the ongoing training and improvement of the skills of all staff. Leaders care about their staff and work to create a united team through empowering all staff to have a voice in identifying priorities for improvement. Staff feel supported by their leaders and are keen to further develop their skills. Leaders are reflective and evaluative. They have an understanding about the strengths and areas for improvement within the setting. Leaders recognise the areas they would like to develop further to continue to promote improvement, including in the quality of teaching and delivery of the curriculum. They are proud of the positive relationships they have with parents and careers and how this benefits children. Parents say they feel welcome at the nursery and value the advice and support staff offer on matters such as potty training. Leaders are passionate about ensuring the nursery provides a warm, friendly and family- focused environment. They intentionally provide times for mixed age groups of children to play together to develop children's empathy for others. Leaders encourage staff to undertake training that is specific to individual children, for example to support children's speech and language. This knowledge supports staff to reduce any barriers children may have to their learning. 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 start their day positively with friendly interactions with staff as they arrive. They quickly settle into the routine of the day and are captivated by the range of activities staff have provided for them. For example, children create their own paintings using their imagination. Staff understand children well and are able to use their knowledge of children's interests to plan activities that will engage the children and promote their learning. Children show curiosity and focus as they explore materials, take part in sensory play and small- world play, and join in with story telling. Staff provide children with lots of praise for their accomplishments, which promotes children's well being and self confidence. Leaders have supported staff to established positive relationships with children. These relationships contribute to children's feelings of security and encourage them to become independent learners and keen to explore. Consequently, children feel understood and confident, which encourages them to take risks in their learning and try new experiences. For example, children safely use swings and climbing equipment to challenge their physical skills. Staff understand children's individual learning needs well. They collect information from parents when children first start and use their observations and ongoing assessments of children's progress well. Staff adapt the curriculum to ensure that all children, including those with special educational needs and/or disabilities or known, or previously known to social care, make progress. Parents are kept updated about their child's ongoing development and receive individualised support to extend children's learning and development at home. Leaders talk to parents about the importance of punctuality so that children benefit from activities planned for them at the start of the day. Throughout the day, children develop essential skills and knowledge, while also building positive attitudes towards learning. Leaders support children to develop the foundations they Inspector: Lianne McElvaney About this setting Unique reference number (URN): 2767174 Address: Beeston Nursery 211 Station Road, Beeston NOTTINGHAM NG9 2AB Type: Childcare on non-domestic premises Registration date: 14/02/2024 Registered person: Ducklings Beeston Ltd Register(s): EYR, CCR, VCR need to be healthy, resilient and confident, which prepares them for lifelong learning. Next steps Leaders should support staff to plan adult-led activities with a sharper focus on the intention for learning to ensure they support the developmental stages of all children. Leaders should further develop the teaching of mathematics to enhance children's mathematical understanding. Leaders should build on how staff consistently teach children about behavioural boundaries so that they fully understand the impact their actions have on others. About this inspection The inspector spoke with leaders, practitioners, parents 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. Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:15 - 18:00 Local authority: Nottinghamshire County Council Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 8 May 2026 Children numbers Age range of children at the time of inspection 1 to 4 Total number of places 45 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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