Little Farmers @ Cuckoo Down Farm

Inspection of Little Farmers @ Cuckoo Down Farm The Cabin, Cuckoo Down Farm, Lower Broad Oak Road, West Hill, Devon EX11 1UE

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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 Not applicable

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The provision is good

Children arrive happily and settle quickly in the welcoming nursery. Staff get to know children before they start and work hard to follow children's routines. They offer cuddles and reassurance to those who are new to the nursery to help them feel safe and secure. Children build close bonds with staff and show good levels of emotional well-being. New children come into the nursery and start to play after a short cuddle with their key person.

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The provision is good

Leaders and staff have created a curriculum that focuses on children developing their independence. Staff inspire the children to do things for themselves. For example, children learn to put on welly boots and waterproofs. Toddlers and older children collect their own food at lunchtime and use knives and forks to cut items on their plates. Children are confident to try to do things for themselves and show good levels of self-care.

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The provision is good

Children benefit from the fresh air and learning opportunities on the farm and in the private woods where children spend most of their day. They build their physical skills and develop a strong motivation to explore. Babies learn to walk and balance as they play in the woods, climbing over logs and investigating. Older children build strength as they lift branches to make dens.

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need to do better?

n Staff know the children well and plan activities based on termly themes and children's next stages of learning. They monitor children's progress and identify gaps in children's learning. All children progress from their starting points. However, although staff know children well, they do not routinely use this information to fully extend all children's knowledge and skills. For example, staff do not ask quieter children to join in with others who are den building to help them to develop and practise their speech and communication skills further. n Leaders and staff are dedicated to their role and to improving the provision. For example, they have introduced a covered area on the cabin building. Children who prefer to play outdoors can still access the fresh air and build their sense of self by following their own preferences in where they want to play. Staff use fortnightly meetings and supervisions to identify any changes needed. They take

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need to do better?

the feedback from parents and children and include this in their evaluations. n Staff support children's love of reading and developing vocabulary. They use stories to introduce new words and explain their meaning. Children talk about the characters in books and recall the main events. They love listening to familiar stories and nursery rhymes. They join in with key phrases, which supports their speech development. n Leaders and staff know the skills they want children to have by the time they go

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need to do better?

1 October 2024 to school. They have worked with local teachers to identify what children need to be able to do to support them in their next stages of learning. They build children's social skills and ability to listen to instructions. Children are confident communicators and keen to share their ideas. They are well prepared for the transition to school. n Staff have a kind and caring approach and are positive role models to children. They teach children to care and respect others. For instance, children learn how to look after chickens and the pony on the farm, helping them to consider the needs of the animals. They show a caring attitude. For example, older children offer to help babies sit down for snack and try to make them laugh. n Children play cooperatively and behave well. However, on occasion, staff do not organise transition times effectively. Children wait for long periods, such as when waiting to go outside or for food to be served. Staff do not routinely engage

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need to do better?

them in purposeful learning at these times, and activities are too repetitive. Some children become restless and disengaged. n Staff understand the importance of effective partnerships with parents. They share ideas for how parents can help their child at home and give daily updates on children's progress. They work closely with parents to meet children's care needs. An effective key-person system ensures consistency of support for all children. Parents feel well informed about their child's learning and development and speak positively about the staff.

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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 offer quieter children consistent support to help them practise and build on their existing knowledge and skills to further develop their speech and communication skills n develop the organisation of transition and mealtimes to ensure that children are settled and engaged in purposeful learning.

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Setting details

Unique reference number 2789687 Local authority Devon Inspection number 10365184 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 12 Number of children on roll 29 Name of registered person Cuckoo Down Childcare Ltd

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reference number

Telephone number 01404811714 Date of previous inspection Not applicable

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Information about this early years setting

Little Farmers @ Cuckoo Down Farm registered in 2024 and operates from West Hill, near Ottery St Mary in Devon. It is open from 8am to 5.30pm, Monday to Friday, all year round. It employs 10 members of childcare staff. Of these, two hold qualified teacher status and one holds a level 6 qualification. Of the remaining staff, six hold a relevant qualification in early years and one is unqualified. The setting offers government funded places.

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Inspection activities

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 manager and inspector carried out a joint observation of an activity. n The inspector spoke to several parents and looked at parents' testimonies to seek their views on the setting. n The inspector looked at relevant documentation, including evidence of staff's suitability. n The inspector spoke to children. n The inspector talked to staff at appropriate times during the inspection and took account of their views.

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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

1 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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