Lyndhurst Teddies

Lyndhurst Teddies

Unique reference number (URN): 2801681 Address: St. Michael & All Angels Infant School, High Street, Lyndhurst, SO43 7BB Type: Childcare on non-domestic premises Registered with Ofsted: 25/07/2024 Registers: EYR, CCR Registered person: Ashurst Pre-School Committee

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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 Strong standard

All children achieve at this setting and are extremely well prepared for the next stage of their education. Children thrive from the embedded routines and a highly-focused curriculum.

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Achievement Strong standard

Children are confident, curious and resilient learners. For example, children excitedly look for screws that hold the blocks together during a building activity. Staff build on children's prior knowledge and continuously support them to meet the setting's high expectations. Gaps in learning and development close quickly, especially for those who face barriers to their learning.

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Achievement Strong standard

Children's communication flourishes because staff model rich language, spark conversation and introduce new words with care. For example, children listen intently while learning about the life cycle of a frog.

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Behaviour, attitudes and establishing routines Strong standard

Staff consistently provide a warm, nurturing and positive atmosphere where children develop a secure sense of belonging. Children settle extremely quickly at the start of the day and are keen to learn.

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Behaviour, attitudes and establishing routines Strong standard

Staff act as positive role models. Children behave very well and understand the high expectations and rules of the setting. Children demonstrate how to take turns with each other without the need for adult support, showing that this behaviour is embedded and consistent. Staff skilfully support children as they learn to share and resolve conflict. For example, when children are playing with the same container, staff know to hold back from providing support too soon, enabling children to learn to resolve conflicts by themselves.

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Behaviour, attitudes and establishing routines Strong standard

Children are safe and secure. They have built secure and trusted relationships with their key person and share their excitement, pride and delight with staff. For example, children return from transition visits excited to share their news with staff.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff place great focus on supporting children to learn how to understand and regulate their emotions. For example, staff have carefully adapted their approaches to support individual children when they are feeling overwhelmed. Staff effectively promote regular attendance by working closely with families. This prepares children for school transition and ensures they benefit fully from the setting's rich experiences.

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Children's welfare and wellbeing Strong standard

Leaders and staff prioritise children's welfare and wellbeing through well-structured routines. They develop excellent relationships with children and families, providing them with a deep understanding of each child's individual needs. Children with special educational needs and/or disabilities, happily leave their parents, finding familiar resources that help them to regulate their feelings independently. A robust and established settling-in process provides consistent routines and familiarity for children. Staff prioritise children's welfare and are highly responsive to their varying needs and any changes to their routines. Staff regularly collaborate with parents, offering additional sessions to support changes in family circumstances.

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Children's welfare and wellbeing Strong standard

Routines are consistent and well established. Children know to wash their hands before snack time and are respectful to each other. They independently select and cut their fruit, building language as they talk with staff about healthy foods. Staff acknowledge and promote good manners and social skills. Younger children learn to recognise when they need a rest and snuggle down in a cosy corner with a member of staff.

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Children's welfare and wellbeing Strong standard

Children's sense of belonging and heritage is recognised and valued, using thoughtfully selected resources. Children have access to a carefully planned outside area, providing a range of physical opportunities to challenge and develop their skills.

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Curriculum and teaching Strong standard

Leaders and staff ensure that the curriculum is inclusive and of consistently high quality. The carefully sequenced activities enable children to become independent, building on and validating their learning. Staff consistently reflect and introduce new and exciting experiences for children. For example, children speak with delight, when retelling the life cycle of the ducks.

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Curriculum and teaching Strong standard

Teaching is calm, thoughtful and responsive. Staff join play with purpose, modelling language, describing actions and introducing new words in ways children understand. They use open-ended questions, visual prompts and gestures to prompt children's curiosity and keep them engaged. Staff give children time and space to think and solve problems, supporting their confidence and independence. For example, during an activity in the sandpit, children were given time to problem-solve, when the sandcastle disappeared.

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Curriculum and teaching Strong standard

Mathematics is fully embedded into the curriculum. Staff introduce relevant vocabulary, which children readily use in their play. They build on children's prior knowledge and continuously support children to meet their high expectations. Staff continually assess and identify children's next steps, ensuring all children progress from their individual starting points.

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Curriculum and teaching Strong standard

Children thrive in this setting, developing secure and positive relationships with staff. Staff know their key children extremely well, prioritising time to support their personal, social and emotional development.

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Inclusion Strong standard

Staff know their children extensively, through continuous reviews and assessments of what children know and can do. They are highly responsive and adapt the provision to individual children's needs. All children, including those with special educational needs and/or disabilities (SEND), make excellent progress in their learning and development. Staff collaborate effectively with external agencies that support children with SEND. For example, they consult with local specialist teams and speech and language therapists. Staff have developed strong partnerships with parents, which helps ensure children have their needs met at this provision. They share information regularly and tailor their support to suit the needs of the parents. For example, staff hold review meetings in the evenings to accommodate parents' work patterns.

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Inclusion Strong standard

Leaders actively monitor use of the additional funding that the setting receives, to ensure it is focused on providing rich experiences to all children. For example, they purchase dual- language books and offer extra sessions in the setting to enhance the provision for individual children. Children with SEND, or other barriers to their learning, make secure and meaningful progress because of the focus placed on ensuring all children are fully included.

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Leadership and governance Strong standard

Leaders have a clear ambition to provide consistent high-quality care and teaching for children. They aim to prepare all children, including those with special educational needs and/or disabilities, to be ready for their next stage of education.

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Leadership and governance Strong standard

Leaders and committee members are actively involved in the running of this setting, ensuring that high standards are maintained and all statutory responsibilities are met. The established committee visit regularly, attend staff meetings and host supportive events.

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Leadership and governance Strong standard

Staff share that wellbeing is fully supported in this setting. Effective and open communication between leaders and staff results in positive staff morale and a high level of retention. Regular supervision is valued by staff and professional development is encouraged.

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Leadership and governance Strong standard

Leaders and staff actively work in partnership with the local community. For example, children regularly visit the local library and older persons care home, enriching their learning.

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Leadership and governance Strong standard

Parents and carers speak highly of the setting. They value the support they receive, both on a personal level and for their children's learning. Leaders work to continually reduce barriers to children's learning and development. For example, parents praise the endless help and support received during the referral process.

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Leadership and governance Strong standard

High levels of commitment from leaders and all staff, support the safe and effective operation of the setting.

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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 confident. They form close bonds with staff, who know them extremely well. Children benefit from a wealth of opportunities to build on their language, as staff skilfully introduce them to new words in the context of their play and learning.

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

Children enthusiastically explore the carefully planned environment, which challenges them and consolidates their learning. They build strong language skills through the rich conversations and meaningful interactions that they experience. For example, children delight in sharing their new experiences with staff, from eagerly recalling their school transition visits to retelling the life cycle of the ducks.

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

Children with special educational needs and/or disabilities, and those who face barriers to their learning, are a true focus for leaders and staff. Staff know children's starting points extremely well and use this information highly effectively to plan and implement accurate next steps in children's learning, to ensure that all children achieve.

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

Children benefit from the leaders' inclusive ethos, in which staff adapt the provision to meet children's needs. Children are highly valued and included at the setting. They feel safe due to the well-established routines creating a sense of belonging in the setting. Children thrive here as they feel understood and valued. They build the relationships, confidence and skills they need to flourish.

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Address:

St. Michael & All Angels Infant School High Street Lyndhurst SO43 7BB

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Ashurst Pre-School Committee

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Address:

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

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Next steps

Leaders should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help, to realise transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke with staff, leaders, parents and carers and children 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.

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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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