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Marina's Amigos Daycare

Marina's Amigos Daycare is a day nursery in Hartlepool for children aged 0 to 4, with 63 registered places. Ofsted report card, 18 June 2026: Strong standard in 1 area, Expected standard in 5 areas; safeguarding standards met.

Eskdale Academy, Eskdale Road, Hartlepool, TS25 4BT

Marina's Amigos Daycare is at Eskdale Academy.

Key facts

Type
Day nursery (Full day care) (Ofsted childcare register, as at 30 June 2026)
Ages
0 to 4 (Ofsted childcare register, as at 30 June 2026)
Registered places
63 (Ofsted childcare register, as at 30 June 2026)
Registered
30 October 2024 (Ofsted childcare register, as at 30 June 2026)

Opening hours

Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30

Source: Ofsted report, inspection on 18 June 2026

Who runs it

Marina's Amigos Daycare is run by Marina's Amigos Childcare Ltd (Ofsted register).

Latest inspection

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

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

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

Children are happy, settled and confident in this warm and welcoming setting, which many parents and carers describe as a home from home. Children form secure, trusting relationships with staff, who are kind, patient and attentive to their individual needs. As a result, children feel safe, valued and confidently explore their environment and engage in play. Children build positive friendships and enjoy spending time with their peers. They play cooperatively, show kindness towards one another and benefit from the calm, nurturing atmosphere created by staff.

Children enjoy a wide range of interesting and varied experiences that capture their interest and support their development. They access activities, such as yoga, dance sessions, soft play and caring for hatching chicks, which enrich their learning and broaden their experiences. Children are curious and motivated learners. They explore resources with enthusiasm and return to activities with sustained interest. Staff collect information about what children know and can do when they first start. Staff confidently complete initial baseline assessments within weeks of children starting. They use this information effectively, alongside regular, ongoing assessments, to plan appropriate next steps in learning. Leaders work well with parents and carers to share information about children's learning, promoting the benefits of regular attendance.

Children develop independence as they progress through the setting. They learn to manage self-care routines, such as washing their hands, serving food and making choices about their play. Staff provide gentle encouragement and support, which helps children feel capable and proud of what they can do. Children understand expectations and generally behave well. They benefit from positive role modelling and clear routines.

Parents speak highly of the setting and value the regular communication they receive. They feel well informed about their children's day through regular updates and photos, and appreciate the collaborative approach staff take to support children's development, including children with barriers to learning. Overall, all children thrive in a caring, inclusive environment where they feel supported to learn, grow and achieve.

What Ofsted found in each area

Inclusion: Expected standard

Leaders and staff create an inclusive environment where all children are valued and supported to achieve well. There is a culture of early and accurate identification of children's needs. Overall, staff know children well and use observations, discussions with parents and carers and information from professionals, such as health visitors, to identify emerging needs quickly. As a result, barriers to learning are generally recognised early and targeted support is put in place without delay. Leaders have high expectations for all children, including those with special educational needs and/or disabilities, those who are disadvantaged and those known to social care.

Clear systems are in place to assess and monitor children's progress. Staff develop individual support plans that are specific to each child and review these regularly to ensure they remain effective. Leaders and staff typically follow a thoughtful approach, adapting targets and ensuring that support remains relevant. All staff feel confident to raise concerns and work collaboratively to meet children's needs. Special educational needs coordinators support staff effectively, promoting a consistent approach across the setting. Leaders work well with external professionals and parents to secure appropriate support. They use additional funding effectively to close gaps. As a result, children are included fully and make appropriate progress.

Curriculum and teaching: Expected standard

Leaders have developed a clear and ambitious curriculum that supports all children's learning across all areas of development, including those with any barriers to learning. They have a secure understanding of what they want children to learn, with an emphasis on communication and language, personal, social and emotional development, physical skills and understanding the world. Staff generally support this through regular observations and assessments, enabling them to identify what children know and can do and to plan appropriate next steps for their learning. However, these assessments are not consistently focused on individual children's next steps for them to reach their maximum potential. Leaders work well with parents and carers to share information about children's learning, promoting the benefits of regular attendance.

Staff are increasingly confident in following children's interests to promote engagement. For example, they build on children's enthusiasm for topics, such as aeroplanes, to sustain motivation. Interactions are meaningful and supportive, with staff using simple language, repetition and questioning to extend communication and understanding. Children benefit from a range of enriching experiences, including yoga, dance sessions and visits to local soft-play facilities. These support their physical development, confidence and social skills. Overall, children make secure progress and are generally engaged in their learning. However, at times, opportunities to sustain high levels of engagement are less effective, which leaders recognise as an area for further development.

Achievement: Expected standard

Children typically achieve well from their starting points across all areas of learning. Staff confidently complete initial baseline assessments within weeks of children starting. They use this information effectively alongside regular, ongoing assessments, to plan appropriate next steps in learning. As a result, children make steady progress over time. Children develop communication and language skills and grow in confidence when expressing their needs and ideas. They show positive attitudes to learning, engaging well in activities and demonstrating increasing independence.

Children with special educational needs and/or disabilities and those who are disadvantaged are supported appropriately. Staff monitor their progress closely and adapt activities and support where needed, to help them engage alongside their peers. Overall, children develop the key skills they need for their next stage of learning and are generally well prepared for school. For example, at mealtimes, children serve themselves and learn to use cutlery.

Behaviour, attitudes and establishing routines: Expected standard

Children generally behave well and play cooperatively with their peers. They develop positive relationships and show kindness towards one another. Staff promote clear expectations through embedded 'golden rules', which are reinforced consistently with children and families. Staff use praise and gentle reminders effectively to support children's understanding of expected behaviours. Leaders have responded proactively to recent behavioural challenges within some age groups. They have worked with staff to reflect on practice and introduced strategies that focus on adapting teaching to meet children's needs. For example, staff use tailored approaches, such as providing alternative resources, to redirect behaviour positively. As a result, children are increasingly supported to regulate their emotions.

Staff create a calm and supportive environment where relationships are warm and respectful. Children are encouraged to make choices and develop independence within daily routines. Leaders work closely with parents and carers to promote regular attendance and have clear systems in place to monitor and follow up on absences. However, routines are not always organised consistently to support children's engagement. For instance, at times, transitions impact on children's focus and learning. Leaders recognise this and are taking steps to strengthen practice.

Children's welfare and wellbeing: Strong standard

Leaders place a clear priority on children's welfare and wellbeing, creating a safe, nurturing and welcoming environment where children feel secure and happy. Children form very secure attachments with their key person and other staff, resulting in them being confident to explore their environment and engage in play. Staff are consistently kind, calm and attentive, supporting children's emotional wellbeing effectively. There is a keen focus on helping children to regulate their feelings and emotions, which helps them to develop resilience and confidence. For example, children enjoyed reminding each other of the 'golden rules' of the setting.

Children develop independence skills well. From a young age, they are encouraged to take responsibility for their own care needs. For example, babies are supported to cut fruit at snack time, and older children confidently serve their own lunch and put on their shoes. Staff provide consistent support and encouragement, which helps children feel capable and proud of their achievements. Hygiene practices are effective and embedded into daily routines. Children are supported to wash their hands and begin to understand the importance of staying healthy. Leaders ensure the environment is safe and well organised, with a range of resources that support children's learning across all areas. As a result, children's physical health, emotional wellbeing and independence are promoted superbly.

Leadership and governance: Expected standard

Generally, leaders have a clear vision for the setting and are passionate about providing high-quality experiences for children and the community they serve. Leaders demonstrate commitment to, and enthusiasm in, driving improvements, contributing to a positive culture across the setting. However, leaders have failed to notify Ofsted of a significant event within 14 days, which is a breach of requirements. Leaders have taken action following the delay in reporting the information. They have reviewed the safeguarding policy, and practice at the setting, to ensure this does not occur again in the future. As the provider has taken action to address the issues, Ofsted does not intend to take any further action.

Staff speak positively about leadership and feel well supported. Leaders prioritise staff's wellbeing and invest in professional development. Staff benefit from regular supervision meetings, alongside training linked to the early years foundation stage and current updates. This helps staff to feel confident in their roles and supports a consistent approach to practice. Leaders have developed secure partnerships with parents and carers. Communication is effective, enabling parents and staff to work together to support children's progress. Parents feel valued as partners in their children's learning. Leaders recognise the need to strengthen oversight of practice even further to ensure their vision is consistently reflected in children's daily experiences, particularly in routines, organisation and engagement in learning.

What the setting must and should do next

The provider should:

  • Leaders should ensure that staff consider children's individual needs and stages of development so that they can use this information to plan and deliver appropriately challenging activities, which build on what each child already knows and can do.
  • Leaders should review the routines of the day to ensure that all children remain engaged and benefit from smooth transitions to the next activity.

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

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

  • Little Stars Day Nursery - Day nursery, Hartlepool TS25 3NU, ages 1 to 4, 0.2 miles
    Ofsted, 27 April 2022: Good overall; safeguarding is effective
  • Ready Steady Grow - Day nursery, Hartlepool TS26 9NP, ages 0 to 4, 55 places, 1.3 miles
    Ofsted, 13 February 2024: Good overall; safeguarding is effective
  • Sunshine & Smiles Nursery - Pre-school, Hartlepool TS25 2ES, 14 places, 1.4 miles
  • Little Rays of Sunshine Daycare - Day nursery, Hartlepool TS25 5SR, ages 0 to 5, 45 places, 1.5 miles
    Ofsted, 23 July 2021: Good overall; safeguarding is effective
  • Little Treasures Day Nursery - Day nursery, Hartlepool TS25 1QU, ages 0 to 6, 30 places, 1.5 miles
    Ofsted, 7 February 2025: Good overall; safeguarding is effective

Schools nearby

Marina's Amigos Daycare on the Ofsted website