Your Co-op Little Pioneers Nursery & Pre-School, Oxford

Oxford

Unique reference number (URN): 2777663 Address: Osney Lane, Oxford, OX1 1TE Type: Childcare on non-domestic premises Registered with Ofsted: 13/02/2024 Registers: EYR, CCR Registered person: The Midcounties Co-Operative 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 make typical progress from their individual starting points. They develop the knowledge and skills they need for the next stage in their learning, including the move to school. Children are happy and confident communicators who express their needs clearly. Older children discuss games to play with their friends. They negotiate successfully what part each will play and what resources they will need. Children build their awareness of number, physical skills and confidence at a steady pace. They are independent learners and enjoy taking part in activities. Younger children show delight as they enhance their fine motor skills to skilfully spin discs. They show increasing independence and take pride in what they achieve. However, at times, children do not have consistent opportunities to build on their independence skills further. Children enjoy encouragement and regular praise. They are motivated in their learning. All children, including those with barriers to their learning,

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff have created a welcoming and positive environment that children explore confidently. Staff know children well. They build warm and positive relationships that help children to feel safe and secure. For the youngest children, staff follow routines from home to support children to settle and build security and confidence. For example, staff follow children's sleep routines. They work with parents and carers to ensure that food is prepared appropriately to meet children's individual needs.

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Behaviour, attitudes and establishing routines Expected standard

Staff are positive role models. They have high expectations for children's learning and behaviour. As a result, children generally behave well and understand the expectations of the setting. However, at times, staff do not explain to children the impact of their actions. Therefore, children do not consistently learn how best to look after themselves and their friends. Children develop positive relationships with other children. They play well alongside and with each other. Older children build secure friendships and work well together. For example, they discuss how they will build a bridge in the sand pit, then make space for their friends and wait patiently for their turn to dig. Leaders ensure that parents and carers understand the importance of punctuality and regular attendance. They explain how this supports their child's emotional wellbeing and development.

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Children's welfare and wellbeing Expected standard

Care and hygiene practices support children's welfare and wellbeing. From a young age, children understand the need to wash their hands before eating. They do this independently and with support from staff, as needed. Older children manage their personal care needs well. They use the toilet, wash their hands and clear their spaces after eating.

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Children's welfare and wellbeing Expected standard

The key-person system works well. Staff know and understand children's individual needs and meet these effectively. This includes recognising and overcoming any barriers to children's learning and providing additional support where required. The youngest children, including babies, settle well and show secure attachments to staff. Staff support children well with their physical development. Children new to walking are supported to stand and take a few steps. Older children skilfully ride bicycles and navigate their way around obstacles.

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Children's welfare and wellbeing Expected standard

Overall, children understand the expectations of the setting and follow these well. However, at times, staff do not provide explanations to children as to why they should not be doing something. This means children are not consistently aware of the impact of their actions. Children are beginning to develop an understanding of their feelings and how to manage these emotions. Staff support children to recognise and manage a range of emotions.

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Curriculum and teaching Expected standard

Leaders have developed an ambitious curriculum that supports children to build age- appropriate knowledge and skills across all areas of learning. Staff understand the intended learning for children at different stages of development. They plan a broad range of activities that help them make progress. Overall, staff support children's communication and language well throughout the setting. Staff regularly sing with children and share stories, helping them to develop a love of books and reading. For example, children confidently read alongside staff. They join in with repeated phrases and recall key parts of a well-loved story. Staff model new vocabulary and adapt their interactions to meet individual children's needs. However, these interactions are not always consistent in helping all children to develop their vocabulary even further.

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Curriculum and teaching Expected standard

Staff provide children with opportunities to develop their physical skills. Children jump and stretch as they reach to pop bubbles. Staff introduce mathematics from an early age through simple and age-appropriate language, such as 'big' and 'small'. Staff support children to learn about sharing, turn-taking and working with others. Overall, children's independence is promoted well. They receive encouragement to carry out tasks for themselves. However, this is not yet fully consistent. At times, staff step in too quickly, which hinders opportunities for children to strengthen their independence. Where children have barriers to learning, staff skilfully adapt teaching to help them to make secure progress. Staff use assessment effectively. Staff carry out regular observations and assessments to identify children's starting points and plan appropriate next steps. This ensures that children make progress in developing the knowledge and skills needed for their

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Curriculum and teaching Expected standard

stage of learning, including their move on to school.

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Inclusion Expected standard

Staff typically provide a responsive and nurturing environment. They understand and support children's individual needs effectively. Staff use positive and developmentally appropriate language. They are skilled at identifying any barriers to children's behaviour or learning. This includes circumstances at home or situations where parents and carers may require additional guidance. For example, leaders have introduced support packs for families covering a range of areas that parents may find challenging. These include managing children's behaviour and transitions, such as welcoming new babies to the family. Staff use their previous experience supporting children with special educational needs and/or disabilities well. This informs their practice, ensuring early identification through effective observations and assessments. This helps staff to provide tailored support that reflects children's changing needs.

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Inclusion Expected standard

Staff adapt their language and use strategies to support children who speak English as an additional language. This enables these children to participate fully in activities. For example, staff use words from children's home languages and picture cues, so children know what is happening now and next. Staff have an awareness of children's wider experiences and learning styles. They recognise when additional outdoor time is beneficial and provide opportunities for new and enriching experiences. The setting works with other agencies, where appropriate, to support children and their families. This ensures that children receive timely and appropriate interventions.

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Leadership and governance Expected standard

Leaders have made clear improvements since the previous inspection. They have positive attitudes towards continual reflection and improvement to benefit children and their families. Leaders have a generally accurate understanding of the setting's strengths and areas for development. When areas for development are identified, such as ensuring that staff's interactions with children are consistent, promoting children's independence and supporting children's behaviour, leaders ensure that appropriate action plans identify staff's learning needs and typically provide targeted support to promote their professional development. This ensures that staff's knowledge and practice continue to improve. As a result, staff feel well supported by leaders. The team is settled and positive, and staff work well together. Staff have a clear understanding of their roles and responsibilities. They are committed to ensuring that children are well cared for and happy and achieve well.

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Leadership and governance Expected standard

Leaders build secure relationships with families and understand their needs well. They focus well on families and children who face barriers to learning and challenges in life. This includes children with special educational needs and/or disabilities. Staff work closely with parents and carers and other agencies to support children to make progress. Parents speak very positively about the setting. They value the commitment of the staff team. Parents comment on the positive impact recent changes have had on the care and learning their children experience. They appreciate the regular communication they receive and the helpful information that supports them in extending their children's learning and development at home.

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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 are happy and settled. They form secure relationships with staff. When children start at the setting, staff provide a calm and sensitive settling-in period. They consider the needs of children and their families. For the youngest children, routines from home are followed closely, helping them to feel safe and secure. This allows children to build confidence as staff begin assessing their needs and plan for their learning. Children demonstrate trusting relationships with staff. They show increasing confidence as they play and investigate the environment. Children's independence is supported well overall. Older children serve their own lunch, clear their plates and receive encouragement to put on their coats and tidy away resources.

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

Staff plan a wide range of activities that support children's learning and development across all areas of the curriculum. They have a clear understanding of barriers that may affect children's learning. This includes for children with special educational needs and/or disabilities and children who speak English as an additional language. Staff work closely with families to ensure that children make appropriate progress. Children play well alongside and with each other. Children have positive interactions with staff and show pride in their

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Address:

Osney Lane achievements. Staff provide praise and encouragement, which helps children to stay motivated in their learning.

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Address:

Leaders reinforce the importance of punctuality and attendance. They promptly follow up any non-attendance to promote children's wellbeing and continuity of learning. Staff promote diversity effectively. Children learn about different cultures, traditions and faiths. They explore what makes them unique. Staff encourage parents and carers to share information about their home languages and cultures. They use this information to support children's learning and strengthen their understanding of the wider world.

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Next steps

Leaders should strengthen staff's interactions even further to enhance the quality of interactions to consistently extend children's learning. Leaders should ensure that staff support children even further to understand the impact of their actions. Leaders should support staff to recognise and enhance further opportunities for children to develop their independence skills.

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About this inspection

The inspector spoke with leaders, staff, children and parents and carers 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. Oxford OX1 1TE Type: Childcare on non-domestic premises

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About this inspection

Registered person: The Midcounties Co-Operative Limited

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About this inspection

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.

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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

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 .

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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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