Puddleducks@Rising Bridge Ltd

Inspection of Puddleducks@Rising Bridge Ltd 685 - 687 Blackburn Road, Rising Bridge, Accrington, Lancashire BB5 2RY

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children have a great start to their early education. They benefit from a strong curriculum that is progressive and develops their learning. This helps children to grow into strong, confident individuals. Staff know children very well and provide additional support for those who need extra help. This helps all children to make good progress. Staff continually reflect on what children know and can do. They use this information to provide experiences to support children's learning further. A particular strength is how well staff help children develop their concentration skills. For example, they provide a quiet room for small-group learning experiences. As a result, children are able to remain focused and engaged without any distractions.

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The provision is good

The setting provides many opportunities that enrich children's learning. For example, staff take children on regular trips to places of interest. They often visit the provider's farm, 'Peggy's Patch', where they complete forest-school learning experiences. As a result, children get to experience and explore the world around them. This is further enhanced, as the setting encourages parents to share information and activities linked to their jobs. For example, children recently learned about the local pie factory and how to fix machinery that makes the pies. These first-hand experiences support children to develop positive attitudes to learning.

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need to do better?

n Children in the setting feel safe and emotionally secure because staff know them very well. For example, staff use strategies in line with home routines to settle babies to sleep. Consequently, babies sleep incredibly well. Their comfort and safety are further assured as staff stay with them as they sleep. n Children have positive attitudes to learning. For example, young children practise building towers using shaving foam as cement. However, when they struggle to keep their tower upright, staff are too eager to step in to tell them how to make the tower more structurally stable. During these times, some children do not always build their determination or think critically. n Staff have a clear understanding of the setting's behaviour management strategies. However, staff do not consistently follow these. For example, staff can recite the key messages about how to support behaviour, yet do not always

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need to do better?

show this in practice. As a result, some children occasionally receive inconsistent messages of what is expected of them. n Staff support children to develop confidence, which enables children to express their thoughts and ideas. This ensures that all children have a voice that is heard. By the time children reach pre-school, they are able to build constructive relationships with their peers. Children are extremely happy in the setting. n Staff know the children well and make prompt referrals to outside agencies. This

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need to do better?

15 August 2024 means that children, especially those with special educational needs and/or disabilities, get the support they need. This helps children to progress at a rapid rate. n Staff undertake regular assessments of what children know and can do. As a result, they are able to identify children that need additional support. Staff work together as a team to adapt the curriculum, for example by breaking it down into small steps while waiting for specialist support. n Staff are well supported at the setting. They have a manageable workload and work incredibly well as a team. This creates a happy environment. This also means that staff have additional time to dedicate time to meeting the needs of children. n The provider has created a rich environment which supports the curriculum they have formed. For example, children use real tools to peel their own potatoes in the role play area. This allows children to better understand the world around

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need to do better?

them. n The setting values the thoughts and ideas of the parents it supports. For example, it provides a suggestion box and takes on board parents' ideas. For instance, the setting now provides a library so children can take books home. This partnership with parents has a positive impact on children's early literacy.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n support staff to implement consistent behaviour management strategies to give children clear messages n provide children with learning experiences to support them to think critically and enhance their learning.

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Setting details

Unique reference number EY476683 Local authority Lancashire Inspection number 10351327 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

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inspection

Total number of places 47 Number of children on roll 45 Name of registered person Puddleducks @ Rising Bridge Ltd.

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reference number

Telephone number 01706240070 Date of previous inspection 25 October 2018

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Information about this early years setting

Puddleducks@Rising Bridge Ltd registered in 2014. The nursery is open each weekday from 7.30am to 6pm, all year round. In total, there are 16 members of staff who work at the nursery. Of these, one holds a relevant level 6 qualification, 11 hold a relevant level 3 qualification, three hold a relevant level 2 qualification and one member of staff holds a relevant level 1 qualification. The nursery receives funding to provide free early education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The deputy manager, manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n Children spoke to, or communicated with, the inspector during the inspection. n Staff spoke to the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector spoke with the nominated individual about the leadership and management of the setting. n The inspector observed the interactions between staff and children. n Parents shared their views of the setting with the inspector.

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Inspection activities

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.

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Inspection activities

15 August 2024 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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