Mayo Kindergarten

Inspection of Mayo Kindergarten 28 Mayo Street, COCKERMOUTH, Cumbria CA13 0BY

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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 are eager to start their day at this setting, which prides itself on its homely, warm atmosphere. Staff eagerly greet children as they arrive, which supports children to settle really quickly. Children who have not yet been in attendance for more than two weeks happily access resources, interact with other children and take part in routines. Children demonstrate that they feel secure and happy. Staff are very good role models and enthusiastically engage in children's play, modelling and supporting children to be independent. Children enjoy taking part in routines and ensure that resources are tidied away in the correct place.

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The provision is good

The curriculum is ambitious for all children and engages them in imaginative experiences that support their learning and development. Older children enjoy playing a matching game where they collect characters on a farm, noting their similarities and differences. Younger children enjoy watching in awe and wonder as they make tyre tracks on large pieces of paper using toy tractors. The curriculum is carefully sequenced to support children's developing skills.

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The provision is good

Staff offer lots of encouragement and praise for children as they attempt new things. Children show they are determined and keep trying. For example, outside, children keep trying different ways to climb the climbing wall, and inside, children keep trying to manipulate dough to make snakes. Children listen carefully to staff, share resources and help one another. Children's behaviour is very good.

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need to do better?

n The curriculum is flexible to support children's needs and focuses on supporting children to be confident and enthusiastic learners. Staff facilitate children's learning very well. For example, children explore a wide range of vegetables in the role play area, noting their colour, shape and scent. However, sometimes, the purpose of activities lack clarity, which means that children's focus is sometimes reduced. n Support for children's mathematical development is a key strength. Children have opportunities to count out loud, match and sort items and explore patterns. In addition, children reference photos of every area that is set up in nursery. This means that at tidy-up time children place items in the correct order and are actively problem-solving. Children develop very good early mathematical awareness. n Children's communication and language is supported well. For example, children observe changes in the small pond outside, and staff talk about types of plants

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need to do better?

being 'oxygenators'. Younger children are supported through a range of action rhymes where they can repeat phrases as they sing. However, at times, staff ask questions in quick succession and do not leave enough time for children to

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need to do better?

17 September 2025 answer. This does not consistently support children's developing communication. n Children with special educational needs and/or disabilities are well supported. Staff regularly observe children as they play and identify areas that children may find challenging. Staff plan activities to close any gaps in learning, offer a range of different support strategies and work closely with a wide range of professionals. All children make good progress. n Staff support children to understand about making healthy food choices. For example, they consider food choices in packed lunch boxes and discuss sustainability as unwanted food is placed in a compost bin. Children enjoy outdoor play every day where they enjoy riding bikes and balancing on stepping stones. In addition, they enjoy activities targeted to support their fine motor skills in preparation for early mark making. Children are confident in their

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need to do better?

physical abilities. n Partnerships with parents are very good. Staff invite parents to contribute to processes of assessment, give ideas for learning at home and share progress updates regularly throughout the year. Parents share that the nursery 'is really homely' and children are 'happy, content and developing well'. These partnerships help to provide a consistency of care for children. n Partnerships with other professionals are in place. Staff work with local authority advisors and welcome specialist teachers into the setting to support children's individual needs. As children prepare to transition to school, staff invite teachers into the setting to discuss children's needs. These partnerships support children as they move to the next stage in their learning. n Leadership and management is very good. Leaders support staff through inductions, supervision meetings and regular staff meetings. Training is targeted

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need to do better?

to develop the knowledge of the staff team. For example, staff have recently attended a course on supporting mathematics. This has prompted staff to consider how mathematics is promoted across the setting. Training has a positive impact on children's learning.

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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 ensure that the intent of every activity is really clear for every member of staff so that children's learning and development is consistently supported n provide enough time for children to listen and formulate a response when a question is asked to support communication and language.

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Setting details

Unique reference number EY334361 Local authority Cumberland Inspection number 10399099 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 26 Number of children on roll 29 Name of registered person Mayo Kindergarten Limited

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reference number

Telephone number 01900 826212 Date of previous inspection 20 November 2019

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Information about this early years setting

Mayo Kindergarten registered in 1984 and is situated in Cockermouth, Cumbria. The setting is open each weekday, from 8am to 5pm on Monday, Tuesday, Wednesday and Thursday and from 8am to 4.30pm on Friday, for 48 weeks a year, closed for two weeks over Christmas and New Year and two weeks in the summer. In total, eight staff work at the setting. Six members of staff hold an appropriate early years qualification at level 3, one member of staff holds a qualification at level 2 and one member of staff is unqualified. The setting offers government-funded places for children.

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Inspection activities

n The manager joined the inspector on a learning walk and spoke to the inspector about their curriculum and what they want the children to learn. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n Children spoke to the inspector during the inspection. n The inspector spoke with staff at appropriate times during the inspection and took account of their views. n The inspector spoke with the manager about the leadership and management of the setting. n The inspector carried out a joint observation with the manager. n Parents shared their views of the setting with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the setting.

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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

17 September 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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