Cutie Pies Nursery Maryland

Storybook house-building and a snuffle station for toddlers give a concrete picture of early learning at Maryland Square. They belong to the nursery's October 2021 practice, rather than a promise about today's activities. The distinction matters here: an encouraging graded assessment was followed by regulatory action concerning safeguarding knowledge and the support staff give children.

At its latest graded inspection, on 22 October 2021, Ofsted rated the nursery Good.

The regulatory visit on 9 October 2023 identified shortcomings and resulted in actions covering safeguarding procedures, staff development and children's learning. Those later requirements deserve substantial weight in a family's decision.

Cutie Pies Nursery Maryland has capacity for 85 children, accepting ages from 3 months to 5 years. Its address is 67 Maryland Square, London E15 1HF, the same address used by the Stratford Branch.

The early years foundation stage sets the requirements for children's learning, development and care. In everyday terms, that brings learning and looking after children together: conversation, play and growing independence sit alongside rest and personal care.

In October 2021, children chose activities according to their interests, used natural objects for exploration and practised climbing and balancing. Pumpkins provided a sensory investigation: toddlers examined their contents through smell, touch and colour. These are tangible examples of learning through handling and experimenting, rather than simply listening to an adult.

Older children used a story about three little pigs as the starting point for building houses. They considered which materials might make their structures stronger, worked together and then acted out the story. The activity connected a book with construction, discussion and imaginative play. It also gave children a shared problem to solve.

The snuffle station supported toddlers in wiping their own noses in October 2021. Babies communicated when they wanted another helping of fruit. Both examples show how small care routines can give children opportunities to express a need or manage something for themselves.

There was also a weakness in the organisation of the day. In October 2021, younger children sometimes needed more help when one activity ended and another began; that support was not consistently recognised, and learning opportunities were lost. For a baby or toddler, the way adults manage these changes matters as much as the activity itself.

In October 2021, children had affectionate relationships with their key persons. Staff responded calmly to emotions and encouraged children to recognise how they felt. Singing and conversation featured throughout the day, giving children repeated opportunities to hear and use language, including those learning English as an additional language.

Health routines were practical. In October 2021, children ate nutritious meals and snacks, and staff supervised toothbrushing after lunch. Adults explained why brushing mattered and reminded children about the teeth at the back of their mouths. The value was in connecting an everyday habit with an explanation children could understand.

The outcome dated 6 November 2023 is the latest published regulatory position. It required staff to understand how concerns about adults should reach the local authority designated officer, and required the safeguarding lead, provider and senior managers to strengthen their understanding of safeguarding procedures.

The same outcome required better coaching and interaction to support learning, including for children with special educational needs and/or disabilities (SEND). Effective supervision, induction and understanding of events that must be notified were also required. These are substantive concerns about how adults carry out their responsibilities, rather than minor changes to paperwork. The actions carried a deadline of 30 October 2023; that deadline alone does not establish their completion.

Sessions and Attendance

Opening hours are 8am to 5.45pm, Monday to Friday. The nursery operates across the year, closing for bank holidays and Christmas. That opening window gives families a useful starting point for comparing the nursery day with working hours and collection arrangements.

Getting There

The nursery is at 67 Maryland Square, London E15 1HF. Branch enquiries use info@cutiepiesnursery.org.uk or 02039040444, selecting Option-1.

Funding and Paid Extras

In October 2021, the nursery provided funded early education for children aged two, three and four. This is a dated account of participation, rather than a statement of today's funded attendance arrangements. Current prices should come in the nursery's written quotation.

• Safeguarding and staff support. The 6 November 2023 outcome required changes to safeguarding knowledge, induction, supervision and learning support. During a tour, ask to see how those requirements have been addressed in everyday practice, including support for children with SEND.
• Changes between activities. Younger children's transitions between parts of the day were the improvement point in October 2021. Ask staff to explain how they support a child who finds stopping play, moving to a meal or settling for rest difficult.
• Attendance and total costs. The opening window runs from 8am to 5.45pm on weekdays. Ask which booking pattern fits your needs and request written terms covering funded hours, meals and changing supplies alongside any private hours.

For families seeking weekday childcare from infancy into the preschool years, Maryland offers an address and opening window that can be compared directly with everyday commitments. Its October 2021 examples show children exploring materials, sharing ideas and practising independence through ordinary routines.

The later regulatory requirements make a confident recommendation premature. The decisive issue is how safeguarding responsibilities and support for children's learning now work in practice. Families should weigh the dated Good judgement alongside the more recent actions, with particular attention to the experience of younger children and those needing additional support.