Teddy's Pre-School

Inspection of Teddy's Pre-School Freemantle Hall, 34 Somerset Road, Boscombe, Bournemouth BH7 6JJ

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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 arrive with excitement and separate from their parents with ease. They feel safe and secure in this nurturing and welcoming environment. Babies benefit from highly attentive staff, who tune into their cues, offering sensory experiences that spark curiosity and extend language. Older children confidently explore well- planned risky play, knowing staff are close by to support and encourage them. Children laugh, giggle and share experiences with familiar adults, which shows the positive relationships they enjoy with staff.

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The provision is good

Staff know the children well. They create a child-led environment, where children's interests guide learning, and they build on these skilfully in the moment. Communication and language are a clear focus throughout the setting. Children enjoy songs, stories and signing, and they hear new words modelled in meaningful contexts. This approach supports children with special educational needs and/or disabilities exceptionally well. Staff adapt routines and activities to ensure every child can join in and make progress.

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The provision is good

Families speak highly of the setting. They value the regular updates, approachable staff and effective support to meet children's individual needs. Parents describe the provision as homely and inclusive, where children thrive and are eager to share their learning at home.

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need to do better?

n Mathematics is embedded naturally into children's play. Staff introduce games and then step back, allowing children to explore and apply their learning independently. For example, in the garden, children play 'What's the Time, Mr Wolf?' They demonstrate a secure understanding of number as they confidently call out the time and represent it using their fingers. Staff reinforce learning through praise and gentle guidance, supporting children to make connections and develop confidence in using numbers in practical situations. n Children behave well. They respond positively to staff, who model respectful behaviour and consistently remind them of the expectations. Staff encourage children to take turns, share and persevere. Children quickly learn to resolve disagreements with the support of staff. This helps them to develop strong friendships and a clear understanding of what is right and wrong. n Children develop high levels of independence. Babies practise taking off their

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need to do better?

coats, while older children learn to manage their lunch boxes and zips. Routines are used effectively to reinforce good hygiene, healthy eating and self-care. n The setting continually reflects on its practice to improve outcomes for children. For example, staff reviewed mealtimes and introduced a rolling lunch system. This allows children to choose when to eat, supporting their independence and

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need to do better?

26 September 2025 maintaining engagement in play. Staff report that the change has created a calmer mealtime experience, reduced disruption and given children greater control over their routines, helping them develop confidence and decision- making skills. n Children make strong progress in their physical development across all ages. Younger children develop coordination and confidence through routine tasks, such as safely using the stairs with the support of nurturing and encouraging staff. Staff support older children to take risks safely, which builds resilience and coordination. Staff continuously assess and manage potential hazards. For example, when jumping from blocks, mats are positioned to ensure safe landings. These approaches help children to build strength, balance and confidence, while developing an understanding of risk and how to keep themselves safe. n The setting provides a wide range of experiences for children to explore.

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need to do better?

Activities balance child-led learning, based on children's interests, with structured experiences designed to develop specific skills. At times, group activities are not sufficiently adapted to reflect children's differing levels of understanding and engagement. On occasions, staff's questioning, pace and level of challenge do not enable all children to think deeply, solve problems and develop confidence as independent learners. n Staff develop their knowledge and skills through a wide range of carefully chosen training. Statutory requirements, such as paediatric first-aid and safeguarding courses, are prioritised, alongside ongoing professional development linked to the curriculum. Training reflects the needs of children and families, including communication, autism awareness and online safety, enabling staff to deliver consistent, informed practice. Staff report that they feel exceptionally supported and describe a strong culture of guidance and

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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 interest first.

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should:

n enhance staff practice further in the delivery of group activities, to extend children's critical thinking as much as possible.

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Setting details

Unique reference number EY347366 Local authority Bournemouth, Christchurch & Poole Inspection number 10399547 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 65 Number of children on roll 32

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Name of registered person

Bournemouth Young Men's Christian Association

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reference number

Telephone number 01202 391500 Date of previous inspection 5 December 2019

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Information about this early years setting

Teddy's Pre-School registered in 2007 and is situated in Pokesdown, Bournemouth. The pre-school is open Monday to Friday, 8.30am to 4pm, during term time only. The nursery provides government funded early years education for all eligible children. There are currently eight members of staff. Of these, one holds childcare qualifications at level 2, six hold level 3 and one holds level 5.

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Inspection activities

n The inspector held discussions with leaders at appropriate times during the inspection and in a scheduled meeting. n The inspector completed a learning walk with the manager across all areas of the nursery to understand how the curriculum is organised. n The inspector observed the quality of education and staff teaching during children's activities, and assessed the impact this is having on the children's learning. n The inspector and the manager carried out a joint observation. n The inspector looked at relevant documentation, including staff's suitability to work with children. n The inspector gathered and considered the views of parents, staff and children, including written feedback.

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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

26 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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