Puddle Ducks Pre-School

Puddle Ducks Pre- School Abbey Farm, Church Lane, Alvingham, Louth, Lincolnshire LN11 0QD

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Inspection date 5 November 2018 Previous inspection date 4 November 2015

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This inspection: Good 2

Previous inspection: Good 2 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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The provision is good

n The owner/managers have high expectations of staff and are ambitious and dedicated to their roles. They evaluate the provision and have a clear vision and are passionate about helping to ensure that children have the best outcomes. n Children develop good self-help skills, confidence, independence and team work, particularly while exploring activities in the woodland area. This is because staff patiently encourage them to do things for themselves and provide time for children to practise their skills in an environment that challenges them to solve problems. n The setting provides a rich and balanced programme of learning to support all aspects of children's development. Staff help children to follow their interests and broaden their knowledge and understanding of the world around them. n Children learn in a bright and motivating environment. Staff plan interesting and imaginative activities to engage children and promote their curiosity.

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The provision is good

n Children are consistently well behaved for their ages and know what is expected of them. Staff help them to understand how to share and the importance of using good manners. n Children receive plenty of praise and encouragement from staff. This boosts their sense of self-esteem and encourages them to persevere with challenges.

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It is not yet outstanding because:

n Staff do not take advantage of some openings to reinforce children's clearer pronunciation of word sounds within their spoken communication.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

n extend the use of techniques for supporting children with clearer pronunciation of the sounds of words in their speech

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching indoors and outdoors and assessed the impact this has on children's learning. n The inspector completed a joint observation with a nursery owner/manager. n The inspector held a meeting with the nursery owner/managers. n The inspector looked at documentation and evidence of the suitability of staff working with children. n The inspector read testimonials and spoke to a small number of parents and took account of their views.

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Effectiveness of leadership and management is good

Safeguarding is effective. Staff are trained well in child protection procedures and know how to refer concerns about children's welfare. They complete daily safety checks and act promptly to help ensure that any potential hazards are minimised. The owner/managers follow secure recruitment and vetting procedures when employing new staff. A thorough induction process helps to ensure that staff have a clear understanding of their roles and responsibilities. Staff receive effective supervision and support for their professional development. They demonstrate their commitment to improve their knowledge and build further on their practice. They develop new ideas and different teaching strategies to improve outcomes for children. Parents speak highly of the care their children receive and comment on their very good progress. They particularly praise the opportunities for outdoor learning in the woodland area and the positive impact this

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Effectiveness of leadership and management is good

has on their child's growing confidence.

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Quality of teaching, learning and assessment is good

The owner/managers and staff are well qualified and the quality of teaching is strong. Staff complete regular observations of children, assess their abilities and plan for the next steps in their learning. They build as far as possible on children's first-hand experiences and what they already know and can do. For example, in the woodland setting, children seek out and identify their names hidden in the 'open classroom' area. They show great delight when these are all found and are acknowledged by staff. Children learn about how things grow and decay over time. They regularly count and staff use mathematical language to help children understand simple concepts of size, shapes and colours. Babies and toddlers explore shiny materials and enjoy the experience of crunching paper, dry leaves and seeing their reflection in shiny objects.

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Personal development, behaviour and welfare are good

Children form secure attachments to their key persons, who have a very good knowledge of each child, their interests and routines. The environment is interesting and challenging. All children are physically active as part of their daily routine. They sing familiar nursery rhymes to lively music, dance and make different shapes with their bodies. Children stretch, twist and move to the varied rhythms of the music. All children have plenty of fresh air and enjoy outdoor learning opportunities every day. They eat healthy snacks and lunches. Children learn about healthy lifestyles and good hygiene practices. Leaders establish good links with the local school and other professionals. This helps to ensure continuity of learning and care for children.

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Outcomes for children are good

All children, including those in receipt of funding, make good progress from their starting points. Children are developing curiosity and positive attitudes towards learning. They are motivated to learn and gain important skills ready for the move on to the next stage of their learning and their eventual move on to school. Children enjoy exploring and investigating. They play cooperatively with other children and use their imaginations well. Children are deeply involved in activities and show good levels of concentration.

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Setting details

Unique reference number EY318294 Local authority Lincolnshire Inspection number 10064657 Type of provision Full day care

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childcare on non-domestic premises Age range of children 1 - 10 Total number of places 64 Number of children on roll 64

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Name of registered person

The Playroom/Puddle Ducks Pre School Partnership

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reference number

Date of previous inspection 4 November 2015 Telephone number 01507 328 213

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reference number

Puddleducks Pre-School re-registered in 2006. The pre-school employs 11 members of childcare staff. Of these, one is qualified at level 6, four at level 3 and two at level 2. The two owner/managers have early years teacher status. The pre-school also offers provision for nursery-aged children. It opens from Monday to Friday all year round. Sessions are from 7.30am until 6pm. The pre-school provides funded early education for two-, three- and four-year-old children.

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reference number

This inspection was carried out by Ofsted 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.

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reference number

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk . achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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reference number

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T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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