Your Co-Op Little Pioneers Nursery and Pre-School Hetton

School Hetton

Unique reference number (URN): 2887542 Address: Houghton Road, Hetton-le-Hole, HOUGHTON LE SPRING, DH5 9PG Type: Childcare on non-domestic premises Registered with Ofsted: 12/02/2026 Registers: EYR, CCR Registered person: Places For Children (PFP) 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.2

How we evaluate safeguarding

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

p.2

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.2

Achievement Strong standard

Children show remarkable confidence in their learning and take great pride in what they can do. They engage deeply in activities and demonstrate resilience when tasks become challenging. Babies develop strength and coordination as they become increasingly mobile and explore their environment. Toddlers develop confidence and curiosity and use early language and social skills to share their ideas. Older children concentrate well and work cooperatively with friends. They use numbers in play and develop increasingly fluent communication skills.

p.2

Achievement Strong standard

All children make meaningful progress from their starting points. Children with special educational needs and/or disabilities and those who face other barriers to learning make notable progress. As barriers reduce or are overcome, children join in confidently and achieve very well. Many, who begin nursery with lower levels of language, develop strong communication skills over time. Children rapidly become more articulate.

p.2

Achievement Strong standard

Engagement and concentration are consistently deep and sustained. Children show great enthusiasm for learning, for example, when singing at the top of their voices during group times and eagerly watering the plants that they grow in the garden. Children build secure knowledge that they remember and use confidently, which supports their ongoing learning as they move into the next room in nursery, and, eventually, on to school. They develop a secure foundation of essential knowledge and skills, and an eagerness to learn that prepares them very well for future success.

p.2

Behaviour, attitudes and establishing routines Strong standard

Leaders give careful thought to behaviour and routines and guide staff confidently in how to uphold their high expectations. They deploy staff well to ensure that children receive the support that they need to participate and that routines are well managed. Children understand cues, such as familiar songs at key points in the day, that help them to anticipate changes in the routine. They respond calmly and follow staff guidance, which creates a settled and orderly environment. Leaders work closely with parents to encourage regular attendance. They offer flexible arrangements for families who face challenges and help them to establish positive habits at home. This includes practical guidance on morning routines so that children arrive at nursery on time. This helps to ensure children benefit fully from their time in nursery. Families develop positive and consistent habits that prepare them well for

p.2

Behaviour, attitudes and establishing routines Strong standard

the expectations they will meet when they move on to school.

p.3

Behaviour, attitudes and establishing routines Strong standard

Relationships are warm and supportive. Staff model kindness, courtesy and respect in every interaction. They know children exceptionally well and are highly attentive, which means they spot the earliest signs that a child is becoming unsure, frustrated or unsettled. They respond quickly and calmly, offering sensitive guidance that diffuses situations before they escalate. Staff share their high expectations with children through simple 'golden rules' and a strong focus on positive behaviours. Children are proud to receive a 'dip-in-the-bag' reward, when staff praise them for being helpful or considerate. Staff respond sensitively to children of different ages and stages of development. They expertly judge the most appropriate way to help children to understand the impact of their behaviour on others and to consider better ways to manage their feelings and frustrations. As a result, children learn to manage their emotions and respond thoughtfully to others. Their behaviour is

p.3

Behaviour, attitudes and establishing routines Strong standard

Children show consistently positive attitudes to learning. They engage enthusiastically in activities and sustain attention during tasks. They become increasingly aware of their own actions, are eager to please and develop a growing sense of responsibility.

p.3

Curriculum and teaching Strong standard

Those in governance lead a company-wide curriculum that reflects the organisation's ethos and values. It places emphasis on children's attitudes to learning, preparation for later life, health and developing sense of social responsibility, alongside all areas of the early years foundation stage. Leaders and staff in this nursery adapt and refine the curriculum so that it fits the needs, interests and starting points of the children who attend here. Staff are highly knowledgeable about how young children learn and use astute assessments to understand each child deeply. This helps to ensure that teaching is responsive and purposeful.

p.3

Curriculum and teaching Strong standard

Teaching is progressive, sequenced and builds learning at an appropriate, steady pace. Staff shape learning that moves every child forward, regardless of any barriers or difficulties they face. They focus on language because they know many children start nursery with lower levels of communication. Staff model new vocabulary consistently, weaving rich language into every interaction. They embed counting, comparing and problem solving into play. They plan experiences that promote both large- and small-muscle development. For example, staff provide varied materials, surfaces and tools that help children to practise coordination. Staff use everyday moments to reinforce confidence, cooperation and positive relationships. They nurture imagination by designing environments that invite storytelling, role play and creative expression.

p.3

Curriculum and teaching Strong standard

Staff consider attendance patterns carefully to ensure that all children access the same opportunities. They continually refine their teaching as children become more capable. Staff adjust their approaches and reshape the environment so that learning stays motivating and suitably challenging. They introduce new resources and reorganise spaces to stretch children's thinking and ideas. Staff use children's interests deliberately to shape provision, which keeps learning purposeful and engaging. They balance teaching skilfully across individual focus work, small group times and independent play. Staff judge when to step in to guide learning and when to step back, allowing children to lead their play. This balanced, responsive practice builds children's confidence in themselves as learners and explorers.

p.3

Inclusion Strong standard

Leaders and staff have a very clear understanding of their community and of the circumstances and experiences of their children and families. They know about the challenges that some face. Disadvantaged children access experiences that broaden their learning. For example, leaders use additional funding thoughtfully to provide free outings for families who could not otherwise afford them. Leaders understand that some families, such as those who are known or previously known to social care and families with emerging needs, may need additional help to access support. The nursery acts as a consistent point of connection between families and external professionals and agencies. This is to ensure that support is coordinated and delivered within a familiar and trusted environment. This means families get the help they need quickly and consistently. In addition, it ensures that children's welfare and wellbeing are protected.

p.4

Inclusion Strong standard

Staff know children very well and act promptly when they identify emerging learning needs. They adapt the curriculum to break down learning and help children to build on what they know. Leaders are developing a bespoke curriculum for children who have special educational needs and/or disabilities to ensure that this consistently effective approach is sustained over time. Staff work closely with parents and other professionals to put tailored strategies in place. This helps to give children consistent support and opportunities to progress. They adapt their teaching and routines to ensure that all children can participate. They review their approaches to make sure they remain effective and that children continue to build on their learning. Furthermore, the nursery community work together to fundraise for specialist treatment that some children need to give them the best chance to thrive. Children make significant progress despite barriers to their learning, and some children overcome

p.4

Inclusion Strong standard

these barriers entirely, ready for the next stage in their learning.

p.4

Leadership and governance Strong standard

Leaders set high expectations for themselves and the staff team. They are passionate about providing the very best care and learning experiences for children, and this enthusiasm and commitment filters throughout the whole staff team. Leaders understand their roles and responsibilities and act with integrity. Those in governance provide guidance and challenge that supports leaders to maintain compliance and build on quality. There are frequent two- way discussions between leaders and governance to ensure that company-wide procedures remain effective in the context of this particular nursery.

p.4

Leadership and governance Strong standard

Staff are proud to work in this nursery and morale is high, which contributes to the harmonious, positive atmosphere, and a culture where everyone aims for the highest standards in care and learning. Leaders invest in professional learning and use research-

p.4

Expected standard

based training to strengthen practice. They know their staff well and provide both professional and personal support to promote their wellbeing. This creates a nurturing and stable workforce that places children's best interests at the centre of decision making. Leaders are proactive and manage contextual challenges diligently. They scrutinise every aspect of their provision with input from staff and parents. Leaders acknowledge that key- person consistency can dip when meeting qualification requirements in rooms across the nursery. They plan to train up more staff to address this, though more time and more careful planning is needed to embed these arrangements securely.

p.5

Expected standard

Partnerships with parents are well established. Families feel welcome and valued and take an active role in nursery life. Leaders create innovative ways for families to receive support that some might otherwise find difficult to access. For example, at summer fairs and parent consultation evenings, they arrange for other services to attend that can offer guidance on areas such as health, housing and managing children's behaviour. They also draw on the expertise of some parents, for example, sleep therapists who readily share their knowledge with others. This fosters a nursery community in which families, staff and professionals work together to give children the best start in life.

p.5

Children's welfare and wellbeing Expected standard

Staff are highly vigilant to any changes that may affect children's welfare and wellbeing, and leaders act swiftly on concerns. They work hard to ensure that families can easily access and engage with support services, which helps to ensure that children receive the help they need to thrive both in nursery and beyond. Staff are highly vigilant during play, meals and sleep times, which helps to assure children's safety. Daily checks on the environment typically highlight any minor risks. Leaders address these swiftly to prevent the likelihood of accidents. Robust procedures, for example, in the management of allergies, help to ensure that children are kept safe while in nursery. Staff teach children ways to keep themselves safe, for example, when they use age-appropriate knives to help cut up fruit for snack.

p.5

Children's welfare and wellbeing Expected standard

Menus are planned carefully around expert nutritional guidance for young children. Staff talk to children about the importance of a healthy diet, and children begin to try new foods and understand how they help their bodies to grow. Children learn the importance of good oral health when they brush their teeth in nursery each day. Leaders plan to work closely with parents to ensure that all children are registered with a dentist to strengthen this further.

p.5

Children's welfare and wellbeing Expected standard

There is a key-person system in place that, typically, supports children well. Key persons know their children well and tailor their learning precisely to their individual needs. Occasionally, however, some children, particularly those who are new to the setting or moving on to a different room, can become unsettled when their key person is not available. Children are sometimes cared for by staff outside this arrangement. While all staff are caring and attentive, and quickly give children the comfort they need, this lessens opportunities for secure attachments to develop and continue as fully as they could. While most children cope with this well, this affects some less confident children's emotional security at these key points of change.

p.5

Compulsory Childcare Register requirements

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

p.6

Register

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

p.6

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

The atmosphere is filled with smiles and laughter from children and staff alike, creating a relaxed and welcoming space where every child becomes part of a close nursery community. Children play and learn happily alongside their friends. They show great confidence, for example, when they greet adults with a cheery wave and 'hello', keen to share what they have been doing. Children who have barriers to their learning are included in every aspect of nursery life. Parents describe having 'total peace of mind', knowing their children are 'safe and happy in a joyful environment'.

p.6

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

Children move confidently between appealing activities that spark their curiosity. Babies pull themselves up, take early steps and giggle while they play 'peek-a-boo'. Toddlers are keen to explore, for example, when pouring water between containers and filling pots to plant seeds. Older children confidently select their own activities and show creativity and imagination, such as when they use herbs and dough to make lunch for their dolls. They develop friendships easily and cooperate well during play. For example, they take turns to add pegs to a board, working carefully together to build a tower that 'reaches the sky'. Children progress steadily through a curriculum that reflects their individual needs precisely.

p.6

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

Children respond positively to familiar routines and behave very well. They develop resilience, eager to keep trying when they face challenges in their play and learning. This leads to secure self-assurance and a love of learning. Children discover and celebrate what makes them unique, for example, when exploring hair styles, skin and eye colour in a mirror. They learn about differences in positive and age-appropriate ways, beginning to recognise

p.6

Address:

Houghton Road Hetton-le-Hole HOUGHTON LE SPRING DH5 9PG

p.7

Address:

Type: Childcare on non-domestic premises

p.7

Address:

Registration date: 12/02/2026 diversity. This helps children to understand how to be a good citizen and respect others' needs and values.

p.7

Address:

Overall, children benefit from this thoughtfully planned provision that nurtures their wellbeing and development and builds secure foundations for the future. They flourish in an environment where they feel valued and ready to explore. Children are confident, high achievers who are well prepared for the next stage of their education and are equipped with the early skills and positive attitudes that they need for future success.

p.7

Next steps

Leaders should refine the organisation of key-person support, particularly during settling and transitions, so that all children experience consistently secure attachments at these key points.

p.7

About this inspection

The inspector spoke with leaders, staff, parents and children 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. Registered person: Places For Children (PFP) Limited

p.7

About this inspection

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

p.8

Facts and figures used on inspection

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

p.8

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.9

Urgent improvement

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

p.9

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.

p.9

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