Ducklings Bradwell Village

Ducklings Bradwell Village

Unique reference number (URN): 2781807 Address: Bradwell Memorial Hall, Vicarage Road, Bradwell, MILTON KEYNES, MK13 9AG Type: Childcare on non-domestic premises Registered with Ofsted: 29/02/2024 Registers: EYR, CCR Registered person: Ducklings Limited

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Behaviour, attitudes and establishing routines Strong standard

Children are happy and demonstrate high levels of engagement, actively choosing from a broad range of activities throughout the day. Leaders establish clear, consistent expectations for behaviour and promptly address minor disagreements to uphold a positive, harmonious atmosphere. Children consistently display positive attitudes towards their learning and towards one another. Staff reinforce these attitudes through well-established rules and routines.

p.2

Behaviour, attitudes and establishing routines Strong standard

Staff build positive and trusting relationships with children, laying the foundation for secure social skills within the setting. Staff openly praise children, which boosts their confidence and overall happiness. Children participate in games and activities that promote collaboration and encourage positive relationships.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children show remarkable confidence and independence, nurtured through attentive staff guidance. They feel comfortable seeking help when needed, demonstrating a secure sense of self and resilience within the environment. Children approach learning with enthusiasm and curiosity, eagerly embracing new experiences. Their excitement is evident as they ask questions about the arrival of the bin collection truck, which sparks thoughtful discussions about recycling. This interaction illustrates their ability to recall previous learning and their eagerness to explore topics further, reflecting a positive attitude towards ongoing discovery and learning.

p.2

Behaviour, attitudes and establishing routines Strong standard

Staff actively promote attendance by guiding parents to access relevant support services. They provide additional assistance, ensuring that every child fully benefits from their pre- school experience.

p.2

Children's welfare and wellbeing Strong standard

Leaders create a safe and welcoming environment, demonstrating a thorough understanding of each child's individual needs. Staff respond promptly to families' evolving needs and remain attentive to any challenges children may encounter, particularly when routines change. The welfare of children and their families is consistently placed at the forefront of practice, ensuring every child feels secure and valued.

p.2

Children's welfare and wellbeing Strong standard

Leaders regularly review and update policies and procedures to maintain their relevance and effectiveness. Staff embed structured routines throughout the setting, enabling all children, regardless of age, developmental stage or individual need, to understand and confidently follow them. This approach promotes consistency and supports children in navigating their daily experiences.

p.2

Children's welfare and wellbeing Strong standard

Leaders consistently promote healthy habits and practices, including sun safety and the safe use of electronic devices. Staff promote children's understanding of oral hygiene throughout the environment, supplementing learning with resources and visits from dental professionals. Mealtimes are organised as social occasions, where children display good manners, communicate politely and assist with clearing away. Each morning, children are

p.2

Expected standard

offered a healthy fruit snack. Children are supported in developing independence with personal hygiene, such as washing their hands and using the toilet.

p.3

Expected standard

Leaders ensure that children have daily access to outdoor spaces and facilitate opportunities to engage with the local community, including visits to parks, bakeries, dentists, churches and schools.

p.3

Achievement Expected standard

Children receive targeted support to make effective progress from their individual starting points, including those with special educational needs and/or disabilities. Staff provide additional help where necessary, enabling all children to work towards and achieve their developmental goals. A collaborative approach enables practitioners to work effectively as a team, ensuring that every child benefits from consistent and well-coordinated support throughout their learning journey.

p.3

Achievement Expected standard

Regular communication with parents ensures families are kept informed of their children's achievements and receive practical suggestions to support learning at home. For example, children confidently care for plants growing in the outdoor area, demonstrating responsibility and an understanding of how things grow. Parents are encouraged to build on these skills at home, with children helping to water plants or look after a family garden. As a result, children show pride in their abilities and develop key knowledge in areas such as language and social skills through real-life experiences. This collaborative approach strengthens the partnership between home and setting, promotes continuity in each child's development and ensures children are well-equipped for the next stage in their education.

p.3

Achievement Expected standard

Children confidently explore their surroundings, demonstrating curiosity and enthusiasm as they engage in a wide range of new experiences. They show independence in their learning, making choices and investigating resources with a positive attitude. Children maintain focus and listen attentively, sustaining concentration throughout activities. They actively participate in group singing, taking turns patiently with musical instruments, which reflects their ability to cooperate and respect others. These achievements highlight children's developing communication and social skills and their readiness for the next steps in their learning.

p.3

Curriculum and teaching Expected standard

Leaders demonstrate a secure understanding of the curriculum and set clear goals for children's achievements. Leaders identify specific actions and areas to improve, which are clearly communicated to all staff. Staff contribute to a broad, balanced curriculum and share a common vision. Key people assess children's starting points and adjust activities to support individual progress.

p.3

Curriculum and teaching Expected standard

Staff swiftly identify barriers to learning and adapt activities so that all children can take part. High-quality interactions extend children's language and understanding through thoughtful comments and questions. However, on occasion, children who require additional support do not always receive focused attention to further develop their language, communication and social skills.

p.3

Curriculum and teaching Expected standard

Staff provide an environment where books are readily available, fostering a love of reading. Shared stories with props, a lending library and books linked to activities promote a positive reading culture. Children independently use books to enrich their play experiences.

p.4

Curriculum and teaching Expected standard

Staff prioritise physical development effectively by offering a wide range of activities that help children to strengthen both their large and small muscles. Children develop hand strength through using play dough and drawing activities. They develop larger muscles by regularly using bikes and participating in large block assault courses. This well-rounded approach ensures children make strong progress in their physical development. Staff adapt equipment to ensure children with physical needs can join in fully and safely.

p.4

Curriculum and teaching Expected standard

Mathematics is woven throughout the provision, resources and activities, supported by staff interactions. Children enthusiastically sing number songs and the days of the week, confidently recalling what comes next when prompted.

p.4

Curriculum and teaching Expected standard

Staff nurture children's emotional development by creating a supportive environment and forming positive relationships. They encourage children to express their feelings, build resilience and develop self-confidence through purposeful activities. Children feel valued and secure, enabling them to thrive emotionally and socially.

p.4

Inclusion Expected standard

Leaders promptly identify children who need extra support by making timely referrals to relevant services, ensuring help is provided without delay. They collaborate closely with specialist advisors, such as health professionals and the communication and interaction team. This enables staff to implement targeted strategies from external agencies, enhancing support for children with additional needs.

p.4

Inclusion Expected standard

Leaders act decisively to reduce barriers to learning and use funding effectively for maximum impact. They ensure all children can access the provision by making suitable adaptations and offering well-chosen resources. Staff show a secure understanding of each child's needs, leading to positive outcomes and well-met needs across the pre-school. As a result, children benefit from an inclusive environment that supports their individual needs.

p.4

Inclusion Expected standard

Staff use statutory and non-statutory guidance effectively to monitor children's progress and milestones. Their understanding of factors affecting learning enables accurate measurement and appropriate interventions. However, quieter children do not always participate in all activities, preferring solitary play and missing opportunities to deepen their learning.

p.4

Inclusion Expected standard

Leaders ensure disadvantaged children receive targeted support to help them attend regularly, including assistance with meals, clothing and essential furniture. They work closely with families to promote attendance, demonstrating a commitment to equity and inclusion.

p.4

Leadership and governance Expected standard

Leaders demonstrate a secure understanding of the setting's strengths and areas for improvement. They identify specific actions and areas to improve, communicate them effectively to all staff and ensure there is a shared vision across the team. Leaders implement improvements promptly and efficiently, resulting in positive and measurable outcomes throughout the pre-school.

p.5

Leadership and governance Expected standard

Leaders establish robust partnerships with parents, providing them with practical resources to enhance learning at home. They ensure families receive timely support from the local family centre. Leaders collaborate effectively with other settings to ensure completion of the 2-year checks. They strengthen parental engagement by providing a lending library and a parent information trolley, which promote book sharing and encourage active involvement.

p.5

Leadership and governance Expected standard

Parents receive personalised guidance on internet safety, healthy eating, dental care and potty training, with additional resources available for families whose first language is not English. Leaders maintain clear communication by issuing weekly newsletters that include updates, reminders, learning and photos of children's activities, fostering ongoing parental engagement.

p.5

Leadership and governance Expected standard

The nominated individual and area managers conduct regular supportive visits and supervision for leaders. Staff workloads remain manageable thanks to effective leadership support and successful teamwork. Staff consistently report feeling valued and supported, and they are passionate about their roles within the pre-school. Induction and training processes ensure staff are equipped to support each other, including specialised medical procedures.

p.5

Leadership and governance Expected standard

Leaders act decisively to reduce barriers to learning and use funding effectively for maximum impact. They provide physical resources and make environmental enhancements to ensure children who need support with their physical development can access the provision safely. Staff personalise resources through consultation with parents, ensuring children benefit from an inclusive environment that supports their individual needs.

p.5

Compulsory Childcare Register requirements

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

p.5

Register

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

p.5

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

Children feel happy and secure in the pre-school, enjoying a caring atmosphere where they can choose from a wide range of activities and follow their own interests. They work together kindly, making friends and feeling comfortable with both children and adults. When new children arrive, they are helped to settle in, quickly learning what is expected and how to make good choices. The pre-school provides a welcoming and supportive environment. Families know that attending pre-school regularly is important, and staff support them in helping their children attend.

p.6

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

Children build warm, trusting relationships with staff, which gives them a strong sense of belonging. They look forward to joining in with pre-school activities and feel excited to discover new things and explore. Through outings and connections with places such as the local church, bakery, schools, dentists, and police, children learn more about their community and the world around them. They feel ready and confident to move on to their next steps in education.

p.6

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

Children with special educational needs and/or disabilities and those with barriers to learning are swiftly identified for support to ensure they can participate and achieve positive outcomes. Staff are generally available to offer guidance and conversation, fostering inclusion and engagement.

p.6

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

Children feel proud of who they are, knowing that everyone is celebrated. They love looking at the pre-school photo book, recognising their families and key people and sharing favourite memories with friends. Children confidently talk about special events in the book, such as the Chinese New Year, the Christmas nativity and visits from local organisations such as the police, church and dentist, helping them to remember and appreciate important moments in pre-school life.

p.6

Next steps

Leaders should ensure that children with barriers to learning have consistent opportunities to develop their language communication and social skills through high-quality, supported interactions. Leaders should provide guidance and support for staff to ensure that all children are consistently encouraged and supported to fully participate in all activities, enabling equitable access to learning opportunities and provision.

p.6

Address:

Bradwell Memorial Hall Vicarage Road Bradwell MILTON KEYNES MK13 9AG

p.7

Address:

Type: Childcare on non-domestic premises

p.7

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:45 - 15:15

p.7

Facts and figures used on inspection

Leaders should develop strategies to extend learning for children who demonstrate independence, ensuring staff intervene appropriately to maximise learning outcomes and minimise missed opportunities.

p.7

About this inspection

The inspector spoke with children, leaders, practitioners, the special educational needs coordinator and the designated safeguarding lead during the inspection.

p.7

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

p.7

Exceptional

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

p.8

Strong standard

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

p.8

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.

p.8

Needs attention

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

p.8

Urgent improvement

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

p.8

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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.9

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.9

Urgent improvement

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

p.9