Little Buddies Pre-School

Little Buddies Pre-School

Unique reference number (URN): EY350350 Address: Church Hall, Homefield Avenue, LOWESTOFT, Suffolk, NR33 9BU Type: Childcare on non-domestic premises Registered with Ofsted: 10/05/2007 Registers: EYR Registered person: Wright, Katherine Frances

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Expected standard

Children make steady progress from their individual starting points and typically develop the knowledge and skills they need to be prepared for the next stage in their learning. Children with special educational needs and/or disabilities (SEND) and those who face barriers to learning receive support, enabling them to achieve age- and stage-appropriate goals. For example, staff spend individual time with children with SEND so they can take part in creative experiences, such as painting and printing hand shapes.

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Achievement Expected standard

As children progress through the curriculum, they build language and thinking skills over time. They listen to stories and songs, join in with repeated phrases and familiar rhymes, and share their ideas confidently. For example, when rain and sunshine appear together, staff pause to explain why a rainbow has formed, encouraging children to share their thoughts.

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Behaviour, attitudes and establishing routines Expected standard

Leaders recognise the importance of children attending regularly so they can benefit from routines and learning experiences that help them feel secure and ready to learn. Children are developing positive attitudes and learning to follow clear expectations that help them feel safe and ready to learn. Staff provide reminders about rules, such as using 'walking feet' indoors and using 'kind hands', which helps children behave safely and respectfully towards others. Most children respond well to instructions and manage familiar routines confidently, including tidying away resources, scraping plates after meals and preparing for outdoor play. These routines promote responsibility and cooperation. Staff actively praise kindness and helpfulness, reinforcing positive behaviour and encouraging children to work together.

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Behaviour, attitudes and establishing routines Expected standard

Children are learning to listen and take turns during group activities, which supports their social development. However, some children with special educational needs and/or disabilities, particularly those with limited language, sometimes find changes to routines challenging. Staff have not yet introduced effective strategies to help these children anticipate transitions. As a result, some children occasionally become unsettled.

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Children's welfare and well-being Expected standard

Children feel safe and happy with their key persons and staff are sensitive to their individual needs. Care practices are calm and responsive, promoting children's emotional security and wellbeing. Babies settle quickly because staff follow home routines and provide gentle reassurance, such as singing softly at sleep times. Children benefit from regular time outdoors, where they develop their physical skills through active play, including running, climbing and balancing.

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Children's welfare and well-being Expected standard

Leaders gather detailed information from families when children start at the setting. Home visits help leaders understand children's experiences outside the setting and support families to build trusting relationships with staff. This enables staff to plan care routines that reflect children's needs and preferences. Staff encourage healthy choices at mealtimes and provide guidance to parents on packed lunches,, supporting children's understanding of nutrition and self-care. Children are learning to manage their emotions and develop confidence because relationships are warm, affectionate and respectful.

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Curriculum and teaching Expected standard

Leaders understand the strengths and areas for improvement in their practice. They have worked hard to implement changes that improve the quality of education and care since their last inspection. For example, staff have attended additional training and received support from the local authority. Leaders monitor teaching and provide regular feedback, but strategies to strengthen staff knowledge of child development are not yet fully embedded. As a result, some staff do not consistently respond in an effective way to children's actions or adapt activities to extend learning. Leaders are providing targeted guidance relating to this through regular support sessions for staff.

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Curriculum and teaching Expected standard

The curriculum is planned to build knowledge and skills progressively. Activities such as exploring floating and sinking introduce early scientific concepts, fostering curiosity and problem-solving. Leaders prioritise communication and language through daily stories and songs. Staff regularly read stories to children in group sessions and during individual time, fostering language development and enjoyment of reading. Children confidently call out when they spot the elf characters in the story or familiar numbers.

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Curriculum and teaching Expected standard

Staff build warm and supportive relationships with children, which positively impacts on their emotional development. Children have opportunities to develop their physical skills through a range of activities that encourage movement and coordination. For example, babies crawl and climb up soft play equipment and older children run, dig and draw in the outside area. These experiences support their overall physical development effectively.

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Inclusion Expected standard

Staff identify children's needs well, including those with special educational needs and/or disabilities (SEND) and those with complex family circumstances. They share their vision for inclusive care with the whole staff team. Leaders work with families to build trusting relationships and adapt routines where needed. This helps children feel included and supported in their learning.

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Inclusion Expected standard

Leaders provide flexible care, such as early starts and extra sessions, to meet the needs of families. However, on occasion, leaders could be more proactive in working with parents to understand and reduce barriers to regular attendance to ensure that all children benefit fully from early education.

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Inclusion Expected standard

Staff use what they know about children to adapt activities so everyone can take part. For example, additional funding is used to increase adult support to help ensure that all children can join in during play and group activities. Sensory resources are provided to meet children's individual needs, helping them to stay calm and regulate their emotions. Leaders work with external professionals to share ideas on how best to support children with SEND. Leaders regularly check children's progress and review the support in place to make sure it is helping them learn and develop.

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Inclusion Expected standard

Since the last inspection, leaders and staff have strengthened their knowledge through additional training and work with the local authority, particularly around managing behaviour. They work with professionals and parents to plan the best support for children.

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Leadership and governance Expected standard

Leaders have worked hard to address actions from the last inspection. They have attended additional training and supported staff to manage behaviour more consistently, ensuring children receive clear messages and understand expectations. Leaders have strengthened feedback through peer observations and reflective discussions to help staff build on their practice and improve the quality of teaching, while being mindful of staff wellbeing and workload in their decision-making.

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Leadership and governance Expected standard

Leaders have created an open and welcoming environment where families feel valued and involved and work in partnership with parents. Families take part in stay-and-play sessions and have regular opportunities to engage with staff, which helps children feel secure and promotes a sense of belonging. Leaders provide flexible care to meet families' needs and offer practical support when required, such as food parcels, for children who are disadvantaged.

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Leadership and governance Expected standard

Parents say their views are listened to and acted upon. They reflect that their children make good progress because staff know them well, provide a wide range of activities and share ideas for learning at home.

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What it's like to be a child at this setting

Children feel secure in a welcoming environment where all families are valued. Children readily leave their parents and greet friends, showing strong attachments and emotional security. Children register their attendance independently by moving their name to the arrival board, which promotes a sense of belonging and routine. Babies settle quickly because staff follow home routines and provide gentle reassurance, such as singing softly at sleep times.

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What it's like to be a child at this setting

Children develop independence through everyday routines. They put on their own wellies for outdoor play and pour drinks at snack time. Staff promote good hygiene, reminding children to wash their hands after toileting, wiping their noses and putting used tissues in the bins provided. This helps children to feel confident and independent, ensuring they are well prepared for their next stage in learning.

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What it's like to be a child at this setting

Staff use their knowledge of children to plan activities that match interests and support development. For example, children who learn best from being outdoors have extended time to explore and work together, building bridges from crates to develop physical skills and cooperation. Children with special educational needs and/or disabilities are fully included. Staff work with families to try to improve attendance for children who attend less regularly to help ensure solid foundations of learning for all children.

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What it's like to be a child at this setting

Since the last inspection, leaders have strengthened behaviour expectations and shared these with staff. As a result, children are beginning to follow rules, such as using 'walking feet' indoors and 'kind hands'. Staff encourage children to help tidy away resources, promoting responsibility and care for their environment, and most children manage familiar routines well.

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Next steps

Leaders should take consistently decisive action to identify and address barriers to regular attendance, so children develop positive routines and benefit fully from early education. Leaders should strengthen staff understanding of child development so they can skilfully adapt teaching in the moment to respond to children's emerging thinking. Leaders should consistently adapt strategies in place to help children, particularly those with limited language, to anticipate changes in routine.

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Address:

Church Hall Homefield Avenue LOWESTOFT Suffolk NR33 9BU

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Wright, Katherine Frances

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Address:

Operating hours: Monday,Tuesday,Friday : 09:00 - 15:00,Thursday : 09:00 - 12:00

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About this inspection

The inspector spoke with leaders, practitioners and parents during the inspection.

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About this inspection

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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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standards expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standards set out in statutory and non-statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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