URN 2772055 · Inspected 2026-03-19 · Published 2026-06-17 · Inspector: Josie Cumiskey
All Children Great and Small Maltby Unique reference number (URN): 2772055 Address: Queens Medical Centre, Muglet Lane, Maltby, Rotherham, S66 7NA Type: Childcare on non-domestic premises Registered with Ofsted: 04/01/2024 Registers: EYR, CCR, VCR Registered person: All Children Great & Small Ltd Inspection report: 19 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. Strong standard Expected standard Inclusion Strong standard All children benefit from a highly inclusive culture where leaders identify and assess their needs with precision. This includes the progress check at age 2, which helps to identify any areas where children may need extra help early on. Children make progress as leaders implement a thorough step-by-step approach to support, through individual education plans. Practitioners and other professionals review these plans termly with parents and carers to ensure they remain effective and relevant. This sensitive engagement with professionals, such as health visitors, ensures children receive a collaborative approach to early intervention. Practitioners provide extra support for communication and language as soon as they notice a child may struggle, often before they make formal referrals to outside specialists. Leaders use early years pupil premium funding to purchase resources and targeted training, such as behaviour support. This knowledge is relayed to the whole team. As a result, practitioners consistently use specific strategies, for example when they get down to a child's level, to help children with special educational needs and/or disabilities feel safe and supported. The nursery prioritises face-to-face conversations to build relationships with all families. This helps every parent feel confident, informed and included. Children develop a true sense of belonging. Leaders consistently work closely with families to understand and reflect their diverse cultural backgrounds. This ensures every child sees themselves represented within the setting and feels valued for who they are. Achievement Expected standard Children generally make steady progress from their starting points across all areas of learning, and there is a clear sequence to their development. Babies learn to communicate through gestures, such as clapping and pointing. They gain the physical skills required for independence, such as learning to drink from open cups and handling tools to strengthen the small muscles in their hands. As children develop, they successfully build their communication skills and progress to using full sentences. They demonstrate their learning by identifying the days of the week in sequence. They successfully recall prior experiences as they name flowers, such as daffodils, they found during recent explorations in the woodlands. Children with special educational needs and/or disabilities or those who face barriers to learning make effective progress. As a result, all children are generally prepared for their transition to school. Behaviour, attitudes and establishing routines Expected standard Leaders have established commonly understood expectations for behaviour, such as encouraging 'kind hands' and sharing. Practitioners use age-appropriate strategies, such as standing still with visual arm signals, to indicate when it is time to stop an activity. This generally helps children understand the boundaries of the room and take responsibility for their environment. For example, during tidying-up time, children learn to place books back onto shelves and toys into boxes. As a result, children develop positive attitudes toward their learning. They typically play together well, for example when dressing up as superheroes in role play or sharing resources, such as small spoons, to stir ingredients in the mud kitchen. The importance of attendance and punctuality is promoted from the outset. Leaders offer flexible session times to suit the needs of families and ensure continuity of care. Occasional high noise levels during transitions between activities and at mealtimes impact the overall atmosphere of the setting. The organisation of these periods is not yet consistent. The environment sometimes becomes loud and staff raise their voices. As a result, some children become momentarily unsettled, which does not support them to remain fully engaged and focused on their learning. Children's welfare and wellbeing Expected standard The setting provides a secure environment where physical safety is prioritised through daily risk assessments. Practitioners follow children's individual routines for rest, weaning and nutrition to ensure a smooth transition from home. They are well informed about specific dietary requirements and allergies, ensuring these are strictly adhered to. Safe-sleep practices are maintained with regular checks, and children have access to fresh water to stay hydrated. Practitioners establish responsive relationships, helping children to feel safe. For those who become overwhelmed or may have barriers to their learning, a sensory room provides a calming space with soothing music, lights and textures. Mirrors are also used for children to explore facial expressions, helping them identify and begin to understand different emotions. Children are typically beginning to learn how to keep themselves healthy and safe. They learn how to manage risks during outdoor play, such as following the established fire-pit circle rules. This helps them understand how to stay safe in natural environments. During tooth-brushing activities, practitioners use 'happy and sad teeth' to explain oral hygiene. They teach children that 'the tooth is sad because it needs cleaning'. Children learn to stay safe on outings as staff explain why they must wear high-visibility vests. At mealtimes, practitioners encourage children to eat small amounts at a time to prevent the risk of choking. While staff promote some healthy eating messages, such as explaining how vegetables help the body, this is not yet a consistent experience for all children. As a result, children are not fully supported to develop long-lasting habits and the knowledge to make their own healthy, lifestyle choices. Curriculum and teaching Expected standard Children typically benefit from a curriculum that covers all areas of learning. Leaders generally have a clear understanding of what they want children to achieve, and they ensure the environment supports these goals. They have successfully highlighted where practitioners need support to adapt their teaching to meet children's specific needs. Practitioners use regular observations and assessments to check what children know and can do, which helps them plan the next steps for each child's development. There is a clear priority on children's physical development and their personal, social and emotional skills, particularly during outdoor play. For example, children develop coordination and strength as they navigate equipment, such as balancing on crates and steps. They learn to share and take turns during group activities, such as bird spotting in the garden. Children engage in mathematical experiences that build their confidence. They typically count as they jump or sort natural materials, such as conkers and sticks, by size during their explorations. Practitioners use these moments to introduce mathematical language. This supported approach generally ensures that all children, including those with special educational needs and/or disabilities and those who may face barriers to learning, make secure progress and are well prepared for their move to school. Leadership and governance Expected standard Leaders have a clear vision and are committed to providing a high-quality experience for all children. Decisions are made in the best interests of the children, particularly those with special educational needs and/or disabilities and those who face barriers to learning. Leaders share advice and ideas with linked settings, creating a collaborative approach to improvement. Leaders work with other professionals in the local authority to support the setting's development. Staff feel supported and have regular access to training and supervisions, which help them reflect on their practice. Leaders prioritise staff morale and wellbeing, resulting in a typically positive and motivated team. New members of staff receive a thorough induction, which includes essential training in safeguarding and first aid to ensure they are fully prepared for their role. Partnerships with parents and carers are effective. Leaders operate an open-door policy, ensuring they are available to discuss any aspect of a child's care or development. In addition, communication via an online platform allows parents to be updated on routines, progress and next steps. Parents value how settled children are with the practitioners and note that their children make progress and are confident and happy. Children talk at home about what they do at nursery and particularly enjoy being outdoors. Leaders have identified effectively that further staff training and coaching will help practitioners to adapt their teaching, support routines and ensure the curriculum intent is consistently embedded across all age groups. 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 typically arrive at the nursery happy, secure and eager to start their day. They build secure bonds with practitioners, which generally helps them settle quickly. A focus on regular attendance and punctuality helps children benefit from consistent care. Children thrive in a lively, warm environment and spend much of their day outdoors in the fresh air. They explore the natural world and investigate their surroundings with curiosity. They experience frequent, kind interactions with practitioners, who typically show they value what children communicate. For instance, children make excited noises and gestures, which Inspector: Josie Cumiskey About this setting practitioners mirror to encourage them to copy new words. This helps children grow in confidence as they talk. In addition, children discover different sounds when they handle musical instruments and enjoy songs that help them recognise patterns and rhythms. Children enjoy exploring the local community through purposeful outings. They develop a broader understanding of the world when they visit shops to buy fruit. They take bus journeys that provide real-world context for their early counting skills, for example when they learn to recognise numbers on buses. The setting generally adopts a forest school approach and provides children with daily experiences in their local area. They visit a local library to develop a love of books and go to woodland areas to collect sticks for creative play. Children show independence and pride in their self-care. They learn to wash their hands and excitedly share the progress they make as they gain new skills, such as toileting. Children typically show a positive attitude toward learning as they use a magnifying glass to examine spider webs or identify wildlife in the garden. They seek out practitioners to show them what they find. Children help to grow their own food, such as beans and strawberries, in the planting area. These varied experiences help children, including those with special educational needs and/or disabilities, to feel a sense of belonging and achieve well. Next steps Leaders should embed teaching that consistently motivates children to develop long- lasting healthy habits, particularly at mealtimes. Leaders should refine the organisation of all routines to ensure they are consistently smooth and provide high-quality learning opportunities for all children. About this inspection The inspector spoke with leaders, practitioners, children, parents and carers 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): 2772055 Address: Queens Medical Centre Muglet Lane, Maltby Rotherham S66 7NA Type: Childcare on non-domestic premises Registration date: 04/01/2024 Registered person: All Children Great & Small 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 19 March 2026 Children numbers Age range of children at the time of inspection 1 to 4 Total number of places 52 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk. This publication is available at https://reports.ofsted.gov.uk. Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn. 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