Little Owl Pre-School

Little Owl Pre-School

Unique reference number (URN): 2598019 Address: Dry Drayton Primary School, Park Street, Dry Drayton, Cambridge, Cambridgeshire, CB23 8DA Type: Childcare on non-domestic premises Registered with Ofsted: 28/05/2021 Registers: EYR, CCR, VCR Registered person: Little Owl Pre-School (Dry Drayton) CIO

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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 some progress from their starting points due to the work of the setting. They generally demonstrate competent listening, attention and communication skills, and these are further encouraged in group activities and play-based learning. Children count confidently, use early mathematical language and strengthen their fine motor skills through drawing, cutting and creative tasks.

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Achievement Expected standard

Targeted support helps children with special educational needs and/or disabilities, children who speak English as an additional language and those from disadvantaged backgrounds make progress alongside their peers. Children complete challenges and show pride in their achievements. These are celebrated, helping build children's confidence and self-esteem. Children develop independence, problem-solving skills and social understanding, preparing them for the next stage of learning and school.

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Behaviour, attitudes and establishing routines Expected standard

Children are beginning to show better attention and follow instructions steadily throughout the day. They understand boundaries more clearly. Leaders set clear expectations for behaviour and routines, creating a calm and predictable environment. Staff are deployed effectively and model expectations well. They use consistent strategies, including distraction, to support children. Staff remind children to use their 'inside voices' and 'walking feet'. These strategies support all children in following routines, and children are beginning to learn to manage their behaviours.

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Behaviour, attitudes and establishing routines Expected standard

Staff help children learn to negotiate and cooperate. Children learn to share as they use sand timers to help them understand when it is someone else's time to have a turn. Some children are still developing these skills, but patient guidance helps them start to self- regulate. Children sit together for group activities and snack times and engage well with routines. Warm, respectful relationships support children's confidence and security. Leaders monitor attendance and promote punctuality, adapting support to each child's stage and individual needs.

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Children's welfare and wellbeing Expected standard

Children feel safe, confident and cared for. Staff build warm, respectful relationships and know each child well. Key persons respond to children's cues, helping them recognise, express and manage their feelings. Children with special educational needs and/or disabilities (SEND) and children who speak English as an additional language receive tailored support, enabling them to engage fully and thrive.

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Children's welfare and wellbeing Expected standard

Staff promote children's physical health, personal safety and wellbeing. Children follow hygiene routines independently, self-serve at snack time and learn about healthy eating. Leaders manage allergies and dietary needs carefully, ensuring all children remain safe and included.

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Children's welfare and wellbeing Expected standard

Children move freely between indoor and outdoor areas, choosing resources and completing tasks independently. Staff support physical development while encouraging independence. Routines are adapted to meet individual needs, particularly for children who require additional support. Flexible settling-in procedures help children, particularly those with SEND or those who speak English as an additional language, to adjust confidently. Secure care practices promote dignity, safety and emotional wellbeing, supporting children's confidence and enjoyment of the setting.

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Inclusion Expected standard

Staff adapt activities, routines and resources so all children can access learning and make progress. This includes children with special educational needs and/or disabilities (SEND), children who speak English as an additional language and disadvantaged children who receive early years pupil premium. Since the last inspection, newly established leaders identify children who need additional support promptly. They assess children's needs accurately and provide focused support to help them overcome barriers and make progress. Leaders ensure support targets those who need it most.

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Inclusion Expected standard

Staff respond quickly to identified needs. During block-building activities, they support children with SEND and those developing hand strength and control. Staff model strategies, break tasks into smaller steps and use visual prompts. This helps children persist, manage frustration and solve problems, enabling them to achieve outcomes similar to their peers. Leaders monitor progress through regular assessment and review meetings. They adjust support when needed and work closely with families and external professionals, including speech and language therapists. Early years pupil premium funding supports disadvantaged children. Staff use it to provide small-group language sessions, additional adult support and resources that promote early communication and numeracy. Staff use group games to support children with attention and listening needs. For example, 'What's in the Box?' helps children listen carefully, take turns and follow instructions. This improves concentration,

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Inclusion Expected standard

confidence and progress. Leaders and key persons work closely with parents to plan settling-in arrangements, reducing emotional barriers and helping children engage in learning.

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Leadership and governance Expected standard

The newly established leadership team has made significant improvements since the last inspection, responding quickly to changes during a period of transition. Leaders prioritise children's safety, wellbeing and consistent routines, strengthening daily practice. They work closely with the local authority and have met the actions set at the previous inspection. Leaders understand the setting's strengths and are open about areas that are not yet consistently effective. They recognise that further work is needed to fully embed curriculum changes and improve staff's understanding and skills so that teaching is consistently of high quality and supports children to make the best possible progress.

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Leadership and governance Expected standard

Leaders work effectively with parents, the committee and external agencies to support children with special educational needs and/or disabilities, disadvantaged children and those facing barriers to learning. Staff feel well supported through clear expectations, regular supervision and professional development opportunities that are strengthening teaching quality and confidence. Leaders are planning further improvements, but these have not yet been fully implemented.

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Curriculum and teaching Needs attention

Leaders now have a clear curriculum in place and understand what they intend children to learn. Staff have a broad understanding of child development but are still embedding their knowledge and understanding of how to implement the curriculum. Staff are not always clear about precise learning intentions. Staff describe activities and how they link to children's general development, but they do not consistently identify how individual children are expected to benefit by participating in an activity. Teaching is often incidental rather than intentionally planned or sharply focused on what children need to learn next.

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Curriculum and teaching Needs attention

Children generally engage with activities, though some flit between areas before fully sustaining play. Staff interact positively and support language development by modelling language clearly. In activities such as ice and water painting, staff use scientific language well, supporting children's understanding of change. At other times, staff's interactions do not consistently deepen children's understanding.

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Curriculum and teaching Needs attention

Staff teach some mathematics explicitly, and children confidently count and recognise numbers. Assessment informs practice, but the identification and planning for children's individual next steps remains inconsistent. Leaders recognise these weaknesses. There are plans in place to bring about the improvements needed to ensure teaching consistently builds children's knowledge, skills and confidence, but these are still at an early stage.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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

Children are safe, happy and included. Since the last inspection, newly established leaders have strengthened routines, understandably prioritising safeguarding and effective staff deployment. There is currently a high adult-to-child ratio at the setting, so children have access to a lot of adult time and attention. As a result, children are well supervised, and their individual care needs are consistently met. However, staff's understanding of how to implement the newly introduced curriculum still requires further attention. The staff's teaching does not always sustain children's engagement. Staff, although they have a broad understanding of child development, do not have a sharp enough focus on what each child needs to learn next in order to make the best possible progress. Children are adjusting to the more structured, adult-led sessions that have been introduced by the new leadership. For example, during group 'rhyme time', some children need further

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

support from staff to help them remain focused. In the pretend 'hot chocolate café', children mix and count ingredients, developing early mathematical skills, though a few flit between activities and need adult help to refocus. Staff do interact with children, providing support and guidance throughout the session, and this helps most children to stay involved in their learning.

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

Children enjoy choosing whether to play indoors or outdoors. They develop independence during snack times as they wash their hands, self-serve and sit with friends. Children with special educational needs and/or disabilities (SEND) and children who speak English as an additional language feel supported and build confidence. They enjoy reading with staff, exploring pictures and using early language. Children also take part in creative activities, such as using scissors to design Christmas cards. They explore sensory activities, such as mixing cornflour and water, which helps strengthen their hand skills.

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

Most children enter the setting already doing well in their development, and children continue to make some progress from their starting points, particularly those with SEND and those learning English as an additional language. They are developing the skills they need for future learning. Children laugh, play and show a strong sense of belonging, reflecting secure routines, caring staff and an inclusive environment. They are encouraged to explore new activities and materials, building confidence and independence.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare register the provider must take the following action by the assigned date:

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Address:

Dry Drayton Primary School Park Street, Dry Drayton Cambridge Cambridgeshire CB23 8DA

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Little Owl Pre-School (Dry Drayton) CIO

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:45 - 15:20,Monday,Tuesday,Wednesday,Thursday,Friday : 15:20 - 18:00,Monday,Tuesday,Wednesday,Thursday : 08:30 - 17:30

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About this inspection

The inspector spoke with leaders, staff, provider, parents and children during the inspection as necessary.

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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 standard 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 standard 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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