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Carmela Coady Childcare

Carmela Coady Childcare is a day nursery in Bournemouth for children aged 0 to 5, with 54 registered places. Ofsted report card, 18 February 2026: Expected standard in 4 areas, Needs attention in 2 areas; safeguarding standards met.

Suite 2 & 3, 4-6 Shelley Road, Bournemouth, BH1 4HY

Key facts

Type
Day nursery (Full day care) (Ofsted childcare register, as at 30 June 2026)
Ages
0 to 5 (Ofsted childcare register, as at 30 June 2026)
Registered places
54 (Ofsted childcare register, as at 30 June 2026)
Registered
2 December 2021 (Ofsted childcare register, as at 30 June 2026)

Opening hours

Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

Source: Ofsted report, inspection on 18 February 2026

Who runs it

Carmela Coady Childcare is run by Carmela Coady Childcare Partnership (Ofsted register).

Latest inspection

  • Inclusion: Expected standard
  • Curriculum and teaching: Expected standard
  • Achievement: Expected standard
  • Behaviour, attitudes and establishing routines: Needs attention
  • Children's welfare and wellbeing: Expected standard
  • Leadership and governance: Needs attention
  • Safeguarding standards met

Source: Ofsted, inspection on 18 February 2026. Contains public sector information licensed under the Open Government Licence v3.0.

What it's like to be a child at this setting

Staff do not consistently notice and respond to children's unwanted behaviours, such as throwing items on the floor. When this happens, children do not learn what behaviours are expected of them. During some routines during the day, staff do not make it clear to children what they expect of them, such as during tidy-up time or during some group activities. When this happens, children lose focus and do not benefit from the planned learning.

Children settle quickly because staff welcome them warmly and help them feel safe. They explore the curriculum with curiosity and growing confidence, choosing activities that reflect their age, stage and interests. Children enjoy exploring familiar books, and babies point to pictures and name animals, making associated animal sounds. They laugh as staff join in. These positive interactions help children to develop early communication skills, build independence and enjoy their learning. Staff support children's wellbeing and help them to practise emerging skills. Children learn to hold pencils with appropriate grip and develop their social skills by joining in group activities. Staff adapt experiences so that children with special educational needs and/or disabilities, and those who face disadvantage, can take part and make progress. Staff promote attendance and follow up on absences so that children benefit from regular experiences and prepare for transitions in their education.

Children feel that they belong because staff know them well and include them in all aspects of daily life. They form secure relationships and develop confidence as they learn alongside their peers. Children use visual communication cards to request their snack and settle quickly when staff redirect their attention. Outdoors, they enjoy shared play and respond positively to familiar adults. During outdoor play, when a dropped ball leads to distress, children are comforted by staff and soon return to the activity with confidence. These experiences help children learn to manage their emotions, collaborate with others and feel valued within a caring environment.

What Ofsted found in each area

Inclusion: Expected standard

Leaders identify children's individual needs early and use this information to shape effective support. Staff observe children closely and assess their development so that emerging gaps are recognised and addressed. Leaders reduce barriers by putting in place reasonable adjustments. Visual communication cards, targeted group activities and personalised resources help children engage successfully. Children with special educational needs and/or disabilities (SEND) receive tailored support that reflects their strengths and needs. Leaders monitor children's progress carefully and review the impact of interventions so that support remains effective over time.

Staff receive training on the provider's approach when supporting children with SEND and apply this learning when planning adaptations for those who need additional help. Leaders and staff work with parents and carers and external professionals to secure advice, share strategies and ensure that support is coordinated. Leaders use funding to strengthen children's communication and participation. This helps disadvantaged children access learning with confidence. Children known to social care are monitored sensitively, with information shared appropriately to help staff understand how best to support their wellbeing and development. This inclusive culture enables all children to participate fully and make progress from their starting points.

Curriculum and teaching: Expected standard

Leaders typically have a clear understanding of their curriculum and use this to guide improvements in teaching. The curriculum is structured so children build knowledge across all areas of learning, with communication, language and personal, social and emotional development placed at the centre. Themes such as Chinese New Year provide opportunities for children to explore cultural ideas while developing early skills. Children's physical development is supported outdoors as children develop coordination and strength on climbing equipment. Curriculum plans show the sequence of learning, and staff use these to build on what children already know. Babies benefit from sensory experiences and short, focused sessions that match their stage of development.

Staff use purposeful interactions to build vocabulary, model new words and support children's early mathematics. Children explore and draw around objects as staff describe shapes, model mathematical language and encourage children's counting. Staff adapt teaching for disadvantaged children, children with special educational needs and/or disabilities and those known to social care by using visual aids, small groups and calm spaces that help them participate. Staff adjust activities when needed, such as reducing complexity or offering alternative tools to make activities accessible to all children. Staff know children well and use assessment to check their starting points and progress so they can shape teaching appropriately. This helps ensure that the curriculum is typically delivered appropriately and with intent across the rooms.

Achievement: Expected standard

Most children make typical progress from their starting points. They grow in confidence, develop new vocabulary and take increasing interest in stories, singing and conversations. Babies begin to use single words and gestures, while older children build language during themed experiences. They talk about the pictures that they colour and describe the shapes they use in their artwork. Children strengthen early mathematical skills through puzzles, number activities and shape exploration.

Children with special educational needs and/or disabilities and those known to social care make steady progress because targeted activities and personalised resources help them join activities and develop essential skills. Disadvantaged children benefit from additional support that promotes communication and engagement. Across the setting, children generally gain the independence, confidence and early knowledge they need for their next stage of learning, including their move to school.

Behaviour, attitudes and establishing routines: Needs attention

Expectations for children's behaviour and key routines are not commonly understood or consistently implemented by staff. During transitions, such as tidy-up time and moving to the carpet for a story, staff do not always notice or respond to children who need help to focus or follow instructions. This includes children whose behaviour is already known to require closer support. Some group times lack structure, such as story time for older children. Staff do not remind children how to listen or take part, which leads to low-level disruption and inconsistent focus on learning. While leaders have provided training for staff to support how they manage children's behaviour, the improvements are not yet embedded as typical practice, and children do not always experience calm, well-managed routines.

Children form positive relationships with staff and enjoy taking part in play-based activities. Many show confidence, enthusiasm and interest during sessions, including during small-group learning, puzzles and imaginative play. Staff provide warm interactions that help children manage their emotions and begin to collaborate with their peers. Leaders promote the importance of attendance and follow up on absences so children benefit from regular experiences. Staff consider children's ages and stages when offering reassurance or adapting instructions so that younger children, or those who need extra help, can settle.

Children's welfare and wellbeing: Expected standard

Babies and children typically experience warm, attentive care that meets their individual needs. Key staff know children well and respond quickly when they need comfort, reassurance or support. Babies enjoy calm, positive interactions during feeding, nappy changing and sleep times, which helps them feel secure. Safe sleep practices are followed closely, with staff supervising babies well. Staff adapt care routines for children with additional needs, those known to social care and those who face barriers to wellbeing, so that all children feel settled and supported.

Children generally learn about their physical development, personal safety and health through daily routines such as handwashing, trying new foods and practising physical skills. Staff talk to them about healthy choices and respond when children need help, for instance during snack time. Children regulate their emotions with guidance from familiar adults who model calm behaviour and offer consistent reassurance. Staff help children recognise and express feelings, which supports emotional wellbeing. Routines such as feeding, sleeping and toileting are flexible and reflect children's individual needs. These practices create an inclusive environment where children feel safe, build secure attachments and develop confidence in themselves.

Leadership and governance: Needs attention

Leaders have not yet ensured that expectations for behaviour and routines are applied consistently. While they have provided staff with training to help them manage children's behaviour, this is not yet embedded in practice, which limits the impact of leaders' work. Professional development has strengthened curriculum knowledge, but it has not yet equipped all staff to manage key times of transitions and group times well, so improvements are not yet typical in daily practice.

Leaders understand their community and shape the curriculum to reflect children's needs, including for children with special educational needs and/or disabilities and those known to children's social care. They have taken action since the last inspection, including strengthening support for staff so that they give children, particularly those who speak English as an additional language, more time to think and respond. Leaders have also increased opportunities for children to celebrate their backgrounds, cultures and languages. This includes greetings and themed events that help children recognise similarities and differences between themselves and others. Leaders are visible, approachable and responsive, supporting staff wellbeing and workload, and creating a positive atmosphere. Leaders build positive partnerships with children and families, and prioritise an inclusive approach that values each child.

What the setting must and should do next

The provider must:

  • ensure staff reinforce behaviour expectations consistently so that children understand routines and know what is expected throughout the day (by 6 March 2026)
  • strengthen staff deployment so that children's behaviour is consistently noticed and responded to promptly (by 6 March 2026)

Ofsted's words, from the report on the inspection on 18 February 2026. Read the full report on the Ofsted website. Contains public sector information licensed under the Open Government Licence v3.0.

Inspection history

  • 18 February 2026: Full inspection, report card: Expected standard in 4, Needs attention in 2
  • 28 September 2023: Full inspection, Good (report)
  • 9 May 2023: Actions after a concern (report)

Ofsted report cards (England, from November 2025)

Since 10 November 2025 Ofsted has graded nurseries and pre-schools on a report card. There is no single overall grade. Instead, each of six areas gets one of five grades: Exceptional, Strong standard, Expected standard, Needs attention, Urgent improvement.

The six areas are inclusion; curriculum and teaching; achievement; behaviour, attitudes and establishing routines; children's welfare and wellbeing; leadership and governance. Safeguarding is judged on its own, as met or not met.

Expected standard means the setting does what Ofsted expects of every setting. Strong standard and Exceptional are above that; Needs attention and Urgent improvement mean Ofsted found things the setting has to put right.

Source: Ofsted reports

Funded childcare hours in England

All 3 and 4 year olds in England can get 15 hours of free childcare a week, for 38 weeks of the year.

Working parents of children aged 9 months to 4 years old can get 30 hours of free childcare a week for 38 weeks of the year (Free Childcare for Working Parents), if they meet the earnings rules. You confirm your details every 3 months.

Some 2 year olds can get 15 hours a week when the family gets certain kinds of extra support.

The hours are used at a registered provider that offers them, so ask each nursery how it offers the funded hours.

Source: GOV.UK: Free Childcare for Working Parents, check if you're eligible · GOV.UK: Free childcare and education for 2 to 4 year olds (checked 31 October 2026)

Other nurseries nearby

  • Creative Kids - Day nursery, Bournemouth BH1 4SX, 0.1 miles
  • Muddy Boots Nursery School Bournemouth - Day nursery, Bournemouth BH1 4NB, ages 1 to 4, 55 places, 0.2 miles
    Ofsted, 10 March 2025: Good overall; safeguarding is effective
  • Tops Pokesdown - Day nursery, Bournemouth BH7 6HT, ages 0 to 10, 135 places, 0.3 miles
    Ofsted, 2 May 2024: Good overall; safeguarding is effective
  • Netanya Nature Pre-School - Pre-school, Bournemouth BH7 6JB, ages 2 to 4, 20 places, 0.3 miles
    Ofsted, 8 September 2022: Good overall; safeguarding is effective
  • St Clements Nursery - Day nursery, Bournemouth BH1 4PE, ages 2 to 4, 36 places, 0.3 miles
    Ofsted, 13 September 2022: Good overall; safeguarding is effective

Schools nearby

Carmela Coady Childcare on the Ofsted website