Puddleducks Childrens Nursery Ltd

Puddleducks Childrens Nursery Ltd

Unique reference number (URN): EY440469 Address: 220 Helmshore Road, Haslingden, ROSSENDALE, Lancashire, BB4 4DJ Type: Childcare on non-domestic premises Registered with Ofsted: 08/12/2011 Registers: EYR, CCR, VCR Registered person: Puddleducks Children's Nursery Limited

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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 achieve well from their starting points. Leaders and staff work in partnership with parents and carers, which contributes to children achieving well from their starting points. Staff share with parents children's next steps and give suggestions and resources to enable parents to continue and consolidate the learning at home. Children are motivated through their interests, such as superheroes, knights and popular television characters. They persevere when trying to put on their shoes and coats.

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Achievement Expected standard

Leaders provide additional support for children with special educational needs and/or disabilities, those who are known (or previously known) to children's social care and those who may face barriers to their learning and/or wellbeing so that they continue to make progress towards the next stage of learning. Children develop key skills and knowledge. They are well prepared for the next stage of learning, including school.

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Behaviour, attitudes and establishing routines Expected standard

Leaders monitor attendance effectively. The friendly and positive relationships with parents and carers support children to attend regularly. This is because there is a transparent attendance policy that leaders communicate to parents when children begin at the nursery. This means that children benefit from what is on offer and develop positive habits for the future.

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Behaviour, attitudes and establishing routines Expected standard

Staff are consistent and clear regarding expectations for children's behaviour, and this is supported by parents. Children know what to expect. Familiar routines, consistency of staff and reminders help children to develop a sense of right and wrong. Staff are sensitive to children's differing needs and adapt their interactions and approach to suit. Secure key- worker relationships help children to engage positively with others. Staff demonstrate kindness, support and interest and model conflict resolution. This assists children in forming warm and amicable friendships. Children demonstrate growing confidence and are securing social skills that contribute to successful peer interactions. They are given specific praise for using kind hands and sharing toys. Staff show an awareness of how to differentiate their approach for individuals and help children to develop social skills over time.

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Children's welfare and wellbeing Expected standard

Staff implement respectful and effective care routines that support children's unique needs, preferences and emotional wellbeing. Hygiene routines support children's developing independence. Staff model how to wash hands effectively, and children know this is to help keep themselves safe from germs. After discussion with parents and carers, staff implement strategies to support individual children's needs, including toilet training, weaning stages and sleep routines. Staff work closely with parents and carers to get to know children's characteristics, and key persons understand their role in supporting warm and caring relationships with children. They speak calmly and adapt their supportive interactions. Children demonstrate that they feel happy and safe. At mealtimes, staff talk with children about how good food choices and getting lots of exercise outside in the fresh air help to keep them healthy. They discuss what is not good for

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Children's welfare and wellbeing Expected standard

oral hygiene. This supports children's developing knowledge of what contributes to a healthy lifestyle.

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Children's welfare and wellbeing Expected standard

Staff support children to manage their feelings well. They provide opportunities for discussion through chosen stories, situations that arise and when checking in on how others are feeling. Staff provide resources for children to access that support their understanding, such as teddies with different facial expressions.

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Curriculum and teaching Expected standard

Leaders have implemented a sequenced curriculum that nurtures individuality. They regularly review its quality and make adaptations as needed. Key workers know the children in their group well and, through observation and tracking, devise personalised plans that ensure progression and reflect children's interests. As a result, children enjoy a wide variety of activities across a broad range of learning and development.

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Curriculum and teaching Expected standard

Staff interactions with children are tailored to their unique needs. They understand children's stage of development and the best way to communicate with them. For instance, staff sing, emphasise key words such as 'bagel', 'round' and 'less' and use objects as a reference. Staff support children's developing language skills well. Children are confident communicators.

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Curriculum and teaching Expected standard

Staff provide predictable routines to support children's personal, social and emotional development. Staff develop resource boxes for children to access, such as sensory toys, which support their engagement in activities. Children develop their independence with toileting and dressing for going outside.

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Curriculum and teaching Expected standard

In the garden, supported by encouraging staff, children run, balance and climb. They make large marks on boards and dig in the mud kitchen. Babies are encouraged and supported to take steps and use large soft-play shapes to build their core strength. Physical development is well supported.

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Inclusion Expected standard

Staff know and understand children's individual needs well. They liaise with parents and carers to gather information along with observations to develop children's learning and development starting points. There are clear monitoring and tracking systems in place. Leaders support staff through practical help to identify and assess children's needs. There is a positive impact over time, which is appreciated by parents.

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Inclusion Expected standard

Practice is inclusive. Staff adapt their way of everyday working. They use 'now and next' boards, show objects for reference and have realistic expectations. Support is targeted to ensure that any barriers to learning are reduced. The learning environment is adaptable to children's needs and requirements.

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Inclusion Expected standard

Staff work in partnership with other professionals. They successfully incorporate the suggested external advice into daily routines and activities. This has a positive impact on

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Needs attention

children's progress. Regular meetings and discussions with parents and carers ensure that children's changing needs are met.

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Needs attention

Leaders are proactive in signposting parents to relevant community support. Additional funding is used well. Leaders ensure that a clear strategy provides children with the support they need at the time they need it. Children benefit from accessing Tuesday Talk sessions, physical development sessions and resources to further their development.

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Leadership and governance Needs attention

Since the last inspection, the curriculum has been refined and a review of the planning procedures has been undertaken due to recent expansion to the leadership team. This has had a positive impact on children's achievement. Staff have been well supported in their role to implement the changes. They appreciate the one-to-one training they have received and the consideration given to their workload and wellbeing. However, professional development for staff in other areas is less successful. Staff, in the main, follow their own interests and decide what training they would like to complete. This does not support them to improve their subject knowledge and improve their teaching over time.

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Leadership and governance Needs attention

Leaders work hard to establish solid partnerships with external professionals to support children with special educational needs and/or disabilities. They follow guidance and implement an appropriate targeted learning plan to support children to make progress. Parents and carers are extremely positive about the care and educational experiences their children receive. They value the emphasis on working together to reach shared outcomes and know that staff have a genuine interest in their children.

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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 demonstrate a clear sense of belonging in the setting. They are warmly welcomed and supported through flexible routines that reflect individual needs. Staff prioritise children's wellbeing. They help children to feel secure and valued and develop positive relationships in the setting. Children enjoy their time and develop trusting relationships with staff, particularly their key person. They seek out familiar adults when unsure, showing the secure attachments. Staff provide additional support when needed to ensure children can participate fully in daily routines and activities. Valuable information about routines and preferences for children is gathered from families before children start. This supports children to settle quickly.

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

Children are settled and happy, as staff are consistently available and respond appropriately to children's individual needs. This supports children's emotional security. From their starting points, children make continued progress and are well supported. Staff have appropriate expectations and provide suitable support to help children develop age-appropriate knowledge, skills and behaviours. Children talk about activities they enjoy, such as playing outdoors and painting. Their interests are reflected in the learning environment. Children show growing confidence by requesting songs and choosing favourite stories, indicating developing independence and appropriate communication skills.

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

Children are cared for in a safe, nurturing and supportive environment. Staff promote positive interactions and maintain a calm atmosphere, which helps children feel secure. Children's individual needs are recognised, and staff take steps to reduce barriers to learning when they arise. This approach supports children to engage in learning experiences.

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Address:

220 Helmshore Road Haslingden Although the leadership team has identified areas for development, some have not yet been prioritised. Professional development for staff is not sufficiently focused to ensure they receive precise feedback and targeted training to further their development and reflective practice. This limits opportunities for staff to consistently improve over time.

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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 actions by the assigned date:

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About this inspection

The inspector spoke with the nominated individual, area manager, leaders, practitioners and special educational needs coordinator 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. ROSSENDALE Lancashire BB4 4DJ Type: Childcare on non-domestic premises

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About this inspection

Registered person: Puddleducks Children's Nursery Limited

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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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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