Puddle Ducks Pre-School

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

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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

The growth in children's confidence and independence is accelerated through their access to the outdoors, where they are supported by attentive staff to take risks, develop secure physical skills and learn about the world around them. Each day, older children sensibly walk through a working farm and churchyard to arrive at the setting's forest school. Children quickly immerse themselves in well-thought-out activities, which staff have planned to develop their skills and knowledge ready for school. For example, children use a glue stick with precision as they carefully decorate a 'leaf man' with the leaves they have found. Through this activity, children develop the hand dexterity and control that they will need for later writing.

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The provision is good

Younger children who have just started to walk build their stamina and strength as they toddle around the farm. They explore how their bodies work as they splash in puddles, holding the hand of a member of staff for reassurance and support. Staff encourage children's listening and attention skills as they identify pigs oinking from the nearby barn. They remove babies' dummies, which have appropriately been used for comfort, to encourage children's early communication skills. Babies pause and then make noises in response to the animal sounds they hear.

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need to do better?

n The management team has developed a curriculum that promotes children's individual development. Staff adapt the implementation of this curriculum so that all children make progress in their learning. Children with special educational needs and/or disabilities (SEND) benefit from a tailored approach. For instance, staff spend time one-to-one with some children with SEND during welcome time because these children find group social time too overwhelming. n The management team and staff want children to understand what makes themselves and their community unique. The setting is situated on a working farm. Children experience farming life, for example they watch lambs being born. This helps children to understand the agricultural heritage of where they live. n Staff and children take care of a pet ferret. Staff teach children that they must be kind to the ferret and look after him. This supports children's personal, social

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need to do better?

and emotional development because they develop skills such as love, compassion and respect towards another living being. n Staff use effective strategies to ensure children's safety and shape their positive behaviour. For example, when children hear the whistle blow three times, they quickly follow instruction and congregate in a designated area of the forest school. Staff prompt children to remember the forest school rules, for instance children must only play with sticks that are as long as their arm to minimise the risk of accidents occurring. Children happily oblige.

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need to do better?

7 October 2024 n Staff quickly build secure relationships with new children. They use information provided by parents to make sure a child's routine at nursery is similar to home. Because of this, new children settle quickly. However, at times, staff's primary focus is on meeting the needs of new children. The other children remain content throughout all that they do, but occasionally, they do not receive the attention they require from staff to sustain involvement in meaningful activity. n The management team follows safe recruitment processes to confirm that all staff working with children are suitable to do so. They encourage new staff to complete important training during their inductions and coach them to understand their roles and responsibilities. However, the management team does not always check staff's understanding of what they have learned in their induction frequently enough. This means that, occasionally, new staff are unsure

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need to do better?

about some aspects of their job. n Parents views about this nursery are overwhelmingly positive. They comment that the staff team is an integral part of the nursery's success. Parents confirm that their children have made progress in their learning and development since attending. Some parents, who have received extra support from the management team and staff, have described how this has had a significantly positive impact on their lives.

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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 strengthen the induction process for new staff so that they swiftly gain secure knowledge of all aspects of their role n review and reorganise the deployment of staff who are caring for groups of children, including those who are new to the setting, so that all children receive the support they require to remain engaged in meaningful activity throughout their day.

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Setting details

Unique reference number EY318294 Local authority Lincolnshire Inspection number 10354753 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 64 Number of children on roll 71

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Name of registered person

The Playroom/Puddle Ducks Pre School Partnership

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reference number

Telephone number 01507 328 213 Date of previous inspection 5 November 2018

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Information about this early years setting

Puddle Ducks Pre-School re-registered in 2006. The nursery employs 12 members of childcare staff. Of these, five are qualified at level 6, and five have a relevant qualification at level 3 or above. Three members of staff, including both managers, have early years teacher status. The nursery is open from Monday to Friday, all year round. Sessions are from 7.30am until 5pm. The nursery provides funded early years education for children aged nine months to four years.

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Inspection activities

n The manager and inspector carried out a learning walk together of all areas of the setting and discussed the early years curriculum. n Children confidently communicated with the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector carried out joint observations of an adult-led activity with the manager. n The inspector spoke to two parents during the inspection and read reviews from seven parents and carers, and took account of their views. n The inspector spoke to staff at appropriate times throughout the inspection. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

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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

7 October 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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