Ducklings at St Margaret's

Inspection of Ducklings at St Margaret's c/o St Margaret's Primary School, Town Street, Horsforth, Leeds, West Yorkshire LS18 5BL

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Overall effectiveness Good

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

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The provision is good

Children thrive at this inspiring and community-focused nursery. Leaders and staff build excellent links in the community to support children's personal development. For example, staff take children for regular visits to the community centre for older people. Children play games and take part in activities with those who attend the centre. This supports children to build intergenerational friendships. Staff take children to visit the local church and celebrate events, such as the harvest festival. They support children and families to donate to the local food pantry. Staff use these experiences to develop children's understanding of being charitable and caring for others. They support children to take part in performances and they confidently sing in front of others. Children grow their knowledge of the world around them and learn about the positive impact that they can have on others.

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The provision is good

Staff provide high-quality interactions to promote children's curiosity and thinking skills. For instance, they encourage children to figure out how they can fit a large piece of paper into a small envelope. Children are fascinated as staff help them to mix powder paint to make new colours. All children show their motivation to play and learn in the interesting and inviting learning environment. Staff encourage children to be 'eco warriors'. They take children litter picking in the local area. Staff support children to develop their understanding of recycling. They support children to take part in bird-watching sessions in the garden. Children make observations of how eggs hatch into chicks. They find out about how caterpillars change into cocoons, and then butterflies. Children learn how to grow and take care of plants and flowers. They show an excellent understanding of the natural world and how to take care of it.

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need to do better?

n Leaders and staff work with families to help children to learn about each other's faiths and cultures. Children's family members attend the nursery to lead cooking sessions. This supports children to learn about food from other countries. Staff provide further opportunities to extend and deepen children's knowledge of diversity. This promotes children's understanding and respect for the differences that they share with others. n Leaders have introduced a character to children in the nursery to help staff to lead dance and movement sessions and other experiences, such as juggling and magic shows for children. Staff use these experiences to promote children's imaginations and listening and attention skills in a fun way. n Staff use their observations of children to identify when they need further support for their learning. They develop close links with the local authority's advisers for children with special educational needs and/or disabilities (SEND).

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need to do better?

This helps staff to plan targets and action plans to support children's learning.

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need to do better?

14 July 2025 Staff take part in training on how to support children with SEND. Leaders use additional funding to provide children with one-to-one time with staff. This supports children with SEND to continue to make positive achievements towards their next steps in learning. n Staff explain to children the expectations of their behaviour. They use visual prompts and timetables to support children's understanding of routines. This helps children to know what to expect. As a result, children cooperate with daily routines and follow instructions well. n Children show a love of stories. They regularly take books to staff to read to them or share books with their friends. These shared stories support children to develop their vocabulary and speaking skills. Some children create their own books and stories, which are proudly displayed in the book area. However, staff have not considered how background noise can distract children during group

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need to do better?

story-time sessions. On occasion, children's learning at story time is interrupted by other daily tasks, such as getting ready for lunchtime. n Leaders and staff provide guidance for parents and carers about good practice for sharing books and stories at home. Staff share information with parents about how they can further support their children's communication skills. This helps parents to extend their children's learning at home. n The knowledgeable leadership team works alongside staff to provide on-the-spot coaching and feedback. This helps to promote staff's confidence in their interactions with children. Leaders encourage and support staff to achieve higher level childcare qualifications. Consequently, staff's skills and knowledge continue to improve. This results in consistently good levels of support for children's development.

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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 review the organisation and delivery of story-time sessions, to reduce the impact of background noise and minimise any interruptions to children's learning.

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Setting details

Unique reference number EY311767 Local authority Leeds Inspection number 10404899 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 40 Number of children on roll 50

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Name of registered person

Ducklings Pre-School Learning Centre Committee

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reference number

Telephone number 0113 3862524 Date of previous inspection 4 March 2020

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Information about this early years setting

Ducklings at St Margaret's registered in 2005 and is run independently from a purpose-built property in the grounds of St Margaret's Primary School in Horsforth, Leeds. The nursery is open Monday to Friday, from 7.30am to 6pm, all year round. The nursery employs 11 members of childcare staff. Of these, five staff hold a relevant childcare qualification at level 3 or above. The nursery provides government funded childcare for children aged from nine months to four years and receives specific funding for disadvantaged children.

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Inspection activities

n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n Children spoke to and communicated with the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n Staff spoke to the inspector about how they support children with SEND. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on the children's learning. n The inspector observed the interactions between staff and the children. n The inspector carried out a joint observation of a group activity with the manager. n Parents shared their views on the nursery with the inspector. n The inspector spoke with leaders and staff about their safeguarding knowledge and responsibilities. n The inspector spoke with leaders about the leadership and management of the

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Inspection activities

nursery. n The manager showed the inspector documentation to demonstrate the suitability of staff.

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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

14 July 2025 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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