Yaqadoodle Forest Preschool

Yaqadoodle Forest Preschool

Unique reference number (URN): 2844628 Address: 82 Victoria Road, Stretford, Manchester, M32 0AB Type: Childcare on non-domestic premises Registered with Ofsted: 15/05/2025 Registers: EYR, CCR, VCR Registered person: Yaqadoodle Childcare Academy 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

Leaders have created a relaxing and respectful environment based on clear routines and effective structure. Staff promote positive attitudes and model positive interactions with each other. Children develop secure social and communication skills from this. Children build strong relationships with all staff, not just key persons, which are routed in the care and warmth shown to them. For children with special educational needs and/or disabilities this is particularly evident as they are comfortable to approach all staff and adults within the setting. Time is given to ensure all children receive the same quality interactions.

p.2

Behaviour, attitudes and establishing routines Strong standard

There are consistently high expectations for behaviour. Children learn to work together, take turns and share with each other. This is supported through staff taking time to explain appropriate behaviour to the children. Any incidents of conflict are quickly resolved. Staff support children to understand the impact of their actions and how best to resolve issues.

p.2

Behaviour, attitudes and establishing routines Strong standard

Leaders know their families well and work hard with them to overcome barriers. Attendance is recognised as important and leaders use what they know about families to support low attendance efficiently.

p.2

Children's welfare and wellbeing Strong standard

Staff provide a safe environment for all children where they are confident and respectful. Children are comfortable with staff and confidently share their needs and wants, however, they always try to have a go themselves first. Children have developed high levels of self- care. They take pride in being tidy and clearing up after themselves, showing real ownership of the setting. Staff are kind and caring towards the children asking children if they need help or will provide equipment to encourage independence, such as a mirror when wiping noses.

p.2

Children's welfare and wellbeing Strong standard

Staff prioritise children's emotional wellbeing by discussing their emotions, always asking how they are and being quick to resolve any conflict in a courteous way. Explanations are provided so children can see different perspectives and develop their emotional intelligence and understanding of the impact of their actions. For children who are developing their language, picture prompts are provided so that they can still be heard.

p.2

Children's welfare and wellbeing Strong standard

Policies and procedures in place are consistently referred to by staff who prioritise children's wellbeing. These procedures are utilised so that all staff, including new, foster a kind and nurturing approach to caring for children. Children spend much time outdoors and understand the importance of physical health as well as healthy food choices at mealtimes. They eat a range of healthy meals and are encouraged to drink plenty of fresh water.

p.2

Inclusion Expected standard

Staff are quick to identify the needs of all children. They are proactive in making referrals and consulting parents to put strategies in place. Staff are reflective of these strategies and adapt them where necessary. For example, they use objects of reference and single words for children who speak English as an additional language.

p.3

Inclusion Expected standard

Staff show an awareness of how to adapt activities to meet the different abilities of the children, particularly those children with special educational needs and/or disabilities. They are responsive to the way children approach the activities and extend their experience in different ways. Staff continually plan activities that are based on their children's likes and dislikes, always wanting to create an engaging and inclusive environment. For example, a cars area was created, and many different vehicles have been introduced to meet children's interests and encourage high levels of engagement.

p.3

Inclusion Expected standard

There is a thorough transition process in place for all children. This is very much child-led. Staff work closely with parents and families, getting to know them so that children are comfortable and have well-established relationships with staff from the start. Staff gather and share information with local schools, so that they can build relationships with the children to ensure a smooth transition.

p.3

Inclusion Expected standard

Leaders work collaboratively with families to ensure additional funding is spent appropriately. Staff have a good understanding of the children's ability through assessment and spend funds based on the child's next steps.

p.3

Leadership and governance Expected standard

Leaders demonstrate an understanding of the context of the pre-school. They are aware of the setting's strengths and areas for improvement. For example, they have utilised the nearby park while they develop their immediate outdoor area. Leaders have ensured there is a clear vision for the setting, which all staff have invested in. Leaders understand that their curriculum is developing. They have put some measures into place to use what they know about their children and plan what they want them to learn. This is in its infancy and time is needed to adapt and embed practice to fully see its impact.

p.3

Leadership and governance Expected standard

Leaders know their children and families well. Many staff belong to the local community, and they use this to their advantage. Partnerships with parents is effective. Many parents speak highly of the care provided for their children. Parents of children with special educational needs and/or disabilities report that they feel supported by leaders and there is open communication. Parents say their children are happy and enjoy coming into the pre-school.

p.3

Leadership and governance Expected standard

Staff are happy and are well supported through continuous professional development and training. Staff collaborate with leaders to provide the best opportunities, keeping children at the heart of what they do.

p.3

Achievement Needs attention

Children make some progress from their respective starting points. Staff are aware of the different rates in which children learn and make suitable adaptations. All children communicate appropriately and effectively with both staff and their peers.

p.4

Achievement Needs attention

Staff know of the progress the children make through tracking-systems. They identify next steps in children's learning based on children's interests. However, learning across all the different developmental areas is not always evident or used to consider what teaching will come next. Consequently, at times, some children are not given the chance to fully embed and extend learning.

p.4

Achievement Needs attention

As focus is placed on some areas of learning over others, there are at times discrepancies of what children know and can do. While children are equipped with some skills, they lack some knowledge to prepare them for the next steps in their learning.

p.4

Curriculum and teaching Needs attention

Leaders have planned a curriculum that is very much child-led. Activities are planned around interests, so they are appealing to the children who enjoy their learning and play. However, staff are not always consistent with planning what they want children to learn now and next. Although assessment is used well and next steps are well considered, there is not always a clear structure to the sequence of learning. Staff use next steps when planning activities, but they do not always consider the skills required to achieve the set goal. Meaning that some children do not always extend their learning.

p.4

Curriculum and teaching Needs attention

Much emphasis is placed on explanations when staff are supporting children. Both indoors and outdoors, staff use these to support children's understanding. However, staff do not always teach explicitly and learning can at times be incidental. Leaders are aware of the need to develop their immediate outdoor area to further provide opportunities for quality learning and have already taken some steps to achieve this.

p.4

Curriculum and teaching Needs attention

Children in the setting are exposed to a language-rich environment where staff place a focus on communication and language. Where appropriate, children speak in full sentences and engage in quality interactions. During carpet times, staff use this to develop language skills. Younger children answer questions in short sentences, whereas older children engage in deeper conversations. These carpet times are interactive and are group discussions, so children are engaged.

p.4

Curriculum and teaching Needs attention

All children are supported and encouraged to access planned activities. Where children may not be enthused, staff are mindful and will make adaptations to suit them. Staff take advantage of their location and use the local park for activities such as planting in the adopted flowerbeds.

p.4

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

Voluntary Childcare Register requirements

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

p.5

Register

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

p.5

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

Children are encouraged to share their likes and dislikes with staff who then consider these when planning activities. Children confidently select what they want to play with and are encouraged by staff to follow their interests. However, leaders and staff do not always consider the design and implementation of the curriculum to ensure that children are exposed to the skills and knowledge they need to enhance their learning and make consistently secure progress across all areas of their learning and development.

p.5

Inspector:

Staff create a welcoming setting where children are keen to play and explore. Staff support children's communication and language by adapting activities to support children's age and stage of development. For example, younger children engage fully in a story-time session, discussing the story with two-way conversations, while older children engage in the two-way conversations talking about their feelings and emotions.

p.6

Inspector:

Staff provide a warm and caring environment where children enjoy playing. There is a clear shared passion for providing support and care for the children. Children come into the setting happy and understand the routines well, meaning they are settled and ready to start their day. Upon arrival, children are greeted with smiles and use their manners when asking for breakfast, saying 'please' and 'thank you'. Positive adult interactions make this a caring and supportive place to be. From this, children have developed their social skills, are confident and will play well with their peers.

p.6

Inspector:

Children are supported well despite any barriers they may face. Leaders are active in the community giving them a better understanding of how to meet children's needs. Children have strong attachments with all members of staff in the setting helping them to feel comfortable and settled. They establish lifelong self-help skills as they are encouraged to have a go without fear. Children are willing to do this as their emotional intelligence has been well supported.

p.6

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:

p.6

Action Completion Date

improve the design and implementation of the curriculum to ensure all children have the knowledge and skills for future learning 07/08/2026

p.6

About this inspection

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

p.6

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. Laura Farrell

p.6

Address:

82 Victoria Road Stretford Manchester M32 0AB

p.7

Address:

Type: Childcare on non-domestic premises

p.7

Address:

Registered person: Yaqadoodle Childcare Academy Limited

p.7

Address:

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

p.7

Facts and figures used on inspection

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. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.8

Urgent improvement

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.9

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