Your Co-op Little Pioneers Nursery and Pre-School, Newburn

School, Newburn

Unique reference number (URN): EY295684 Address: The Waterfront at Newburn Riverside, Kingfisher Boulevard, NEWCASTLE UPON TYNE, NE15 8NZ Type: Childcare on non-domestic premises Registered with Ofsted: 05/01/2005 Registers: EYR, CCR Registered person: Places For Children (PFP) 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 are curious and enjoy exploring the environment. They ask questions so they can find out more information, and enjoy problem-solving. For example, they find solutions when they are unable to play a game because there are pieces missing. They make their own counters and talk about how they did this.

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Achievement Expected standard

Children are confident and enjoy becoming increasingly independent. They help to put away the resources at tidy-up time, serve their own food at lunchtime and pour their own drinks.

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Achievement Expected standard

Children concentrate for increasing amounts of time and build their levels of resilience when facing a challenge. For example, when watering the seeds they have planted, they persist when using the spray bottle until they achieve their goal.

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Achievement Expected standard

All children, including those with special educational needs and/or disabilities, those known (or previously known) to children's social care and those facing other barriers to their learning and/or wellbeing, are well prepared for the next stage in their education.

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Behaviour, attitudes and establishing routines Expected standard

Positive relationships are evident between children and staff. Children feel safe and secure, and seek comfort from their key person when needed. Staff respond kindly and sensitively to children, and this helps children to build warm and trusting bonds with their key person.

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Behaviour, attitudes and establishing routines Expected standard

Children generally behave well because leaders and staff typically have high expectations. Staff treat children with respect and kindness, and children use this model to help them navigate their friendships with others. For example, staff model sharing the water spray so that all children can water their seeds. Children, particularly those who are disadvantaged, follow this example to make sure their friends have a turn and remind them to water their seed gently.

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Behaviour, attitudes and establishing routines Expected standard

Staff praise positive behaviour and help children celebrate their achievements. They encourage children to share with their friends and help them develop their skills in taking turns and waiting for a turn, even when it is challenging.

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Behaviour, attitudes and establishing routines Expected standard

Leaders understand the importance of attendance, and they support families, by developing positive relationships and working together, particularly for those children with special educational needs and/or disabilities, to ensure that children attend the setting regularly and make progress.

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Children's welfare and wellbeing Expected standard

Positive key-person relationships are quickly established, and this supports children to feel safe and secure, particularly for those children who are new to the setting. Where children do become unsettled, they are quickly and sensitively supported by their key person.

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Children's welfare and wellbeing Expected standard

Leaders ensure that there are effective policies and procedures in place to enable staff to meet children's personal care needs. Staff have a clear understanding of these processes, and they confidently and sensitively implement them.

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Children's welfare and wellbeing Expected standard

Leaders and staff establish positive relationships with parents, and they ensure that the setting has all information needed to support each child. For those children with special educational needs and/or disabilities, staff work closely with parents to ensure that all individual care needs are met. Parents are kept up to date with all relevant information to ensure continuity of care.

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Children's welfare and wellbeing Expected standard

Children develop their awareness of a healthy lifestyle and have daily opportunities to play outdoors. They talk about how their heart beats faster when they have been running around and dancing. Children are encouraged to become increasingly independent over time. For example, younger children are supported to feed themselves, and older children independently serve their own food and pour their own drinks. They understand why it is important to wash their hands before they eat and can talk about this.

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Children's welfare and wellbeing Expected standard

Leaders have recently reviewed and implemented routines to effectively and consistently manage allergies during mealtimes.

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Curriculum and teaching Expected standard

Leaders create a carefully thought-out and progressive curriculum and ensure it is generally taught well. Staff typically show a secure understanding of what they want children to learn, and they can talk about how they adapt this to meet the needs of the children, including those with special educational needs and/or disabilities (SEND), those known (or previously known) to children's social care, and those who may face barriers to their learning and/or wellbeing. For example, staff give extra time and verbal reminders to support individual children at key transition times, such as tidy-up time and nappy changing. However, high- quality teaching is not yet consistently embedded by all staff, and this leads to variance for some children at some times during the day. Staff prioritise the development of language and communication skills. They talk kindly and positively to children and model key vocabulary. Staff encourage and praise children when

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Curriculum and teaching Expected standard

Mathematics is taught explicitly and incorporated into the daily routine, and children develop a secure understanding of mathematical concepts. For example, staff model and teach the children about capacity through filling plant pots with soil so they can plant seeds. They also develop their spatial awareness when tidying up by exploring which shelf is the right size for resources.

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Curriculum and teaching Expected standard

Staff prioritise the development of personal, social and emotional skills, particularly for those children with SEND. For example, staff help children to develop strategies to deal with big emotions by ensuring they have daily access to climbing equipment and physical activities and games to help them manage their feelings.

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Inclusion Expected standard

Leaders are committed to making sure that all children are included. They work closely with staff to ensure that they quickly identify children's needs and put in place the right support for each child. Staff track children's progress and regularly communicate with parents and others who are involved in supporting children, for example speech and language therapists.

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Inclusion Expected standard

Staff have a secure understanding of the graduated approach and are proactive in seeking relevant support to help them meet the needs of children. They access appropriate training to help them support children. For example, staff use Makaton to develop the language and communication skills for children with special educational needs and/or disabilities (SEND). Furthermore, staff work closely with parents to ensure that they work together to support children in the setting and at home.

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Inclusion Expected standard

Leaders use funding appropriately to support individual children, including those with SEND, those who are known (or previously known) to children's social care, and those who face other barriers to their learning and/or wellbeing, to make progress. For example, leaders purchase resources such as a walking frame to support the development of physical skills, facilitate additional staffing to enable one-to-one support and organise training for staff to enable them to support children who need specialised feeding procedures.

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Leadership and governance Expected standard

Leaders are passionate about their role and are committed to supporting children and families. However, the setting has recently undergone a period of change and transition, and this has resulted in changes to leaders and other roles. Those new to their role are receiving effective support, and this is helping the recent changes to have a positive impact on the experiences of children.

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Leadership and governance Expected standard

Leaders take account of staff wellbeing and workload, and there are effective systems in place for staff to seek help and guidance if needed. Staff feel valued and recognise support and training they receive. Staff feel this helps them to do their jobs more effectively.

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Leadership and governance Expected standard

Leaders work closely with families and outside professionals to ensure that children with special educational needs and/or disabilities, those known (or previously known) to children's social care, and those who may face barriers to their learning and/or wellbeing receive the support they need quickly.

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Leadership and governance Expected standard

Parents speak positively about the relationships they have with leaders and staff. They welcome the help offered to their children. They say that leaders and staff are approachable, and that staff communicate well with them.

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Leadership and governance Expected standard

Leaders understand their responsibilities to ensure the safety of children, particularly when managing allergies. Following a recent incident, leaders took swift and effective action to review and update their procedures and have provided staff training that has strengthened practice.

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

Children arrive at the setting happy and excited to learn. Positive relationships are evident between staff and children, and this means that children feel safe and settled. Leaders greet all families as they enter the setting. They check in with individual families, including those of children with special educational needs and/or disabilities (SEND), those known (or previously known) to children's social care, and those who may face barriers to their learning and/or wellbeing, to ensure a smooth transition.

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Inspector:

Children engage well in a varied range of planned play opportunities that support their learning and development and are matched to their interests. They access learning both indoors and outdoors, every day. They engage enthusiastically in different activities around the same topic, such as learning about planting seeds and caring for plants in their outdoor area.

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Inspector:

Children develop secure language and communication skills because staff model a range of vocabulary and support them to use it in their play. Children talk excitedly about the different kinds of seeds they are planting and what kind of flowers they will grow into. This promotes their understanding of the world around them.

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Inspector:

Children enjoy playing games with their friends, and staff support them to develop their skills in turn-taking and sharing. They develop friendships and behave kindly towards each other, ensuring that everyone feels included. Children enjoy taking part in daily routines, such as tidying up, and this supports them to grow in confidence and independence as they develop effective problem-solving skills and a secure understanding of mathematical concepts.

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Inspector:

These experiences help to prepare all children, including those with SEND, those known (or previously known) to children's social care, those who may face barriers to their learning and/or wellbeing and those who are disadvantaged, well for school and the next stage of their learning.

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Next steps

Leaders should continue to strengthen leadership across the setting and support all staff to develop and improve their practice to ensure all children access a positive learning experience consistently. Leaders should maintain effective routines, particularly at mealtimes, to further secure a smooth and safe experience for all children, specifically in relation to the effective management of allergies.

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About this inspection

The inspector spoke with leaders, staff, the special educational needs coordinator, children 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. Vanessa Foster

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Address:

The Waterfront at Newburn Riverside Kingfisher Boulevard NEWCASTLE UPON TYNE NE15 8NZ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Places For Children (PFP) Limited

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Address:

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

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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. 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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