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

School Seaham

Unique reference number (URN): 2886188 Address: Seaham House, North Terrace, Seaham, SR7 7EU Type: Childcare on non-domestic premises Registered with Ofsted: 12/02/2026 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 developing skills and knowledge across the 7 areas of learning, and this helps to prepare them for the next stage in their learning. For instance, babies focus on carefully scooping toy ducks out of the water with large spoons, which helps to prepare them for self- feeding. Toddlers show independence at mealtimes, including key social skills, such as using good manners and sitting smartly at the table. Children in pre-school make full use of the activities on offer to make connections in their understanding, for instance, when learning about sea creatures and caring for the environment.

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Achievement Expected standard

Children develop a love of reading and books as they listen with rapt attention to favourite stories being read aloud and are motivated to explore books independently.

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Achievement Expected standard

Children show pride in their achievements, and they smile with happiness when staff openly praise them, for instance, when practising their speaking skills and when showing staff pictures that they are proud of. Children of all ages in the nursery learn to take pride in the nursery and help to tidy up, including using tools, such as the dustpan and brush.

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Behaviour, attitudes and establishing routines Expected standard

There are high expectations for children's behaviour in this nursery, and children respond to these enthusiastically, showing positive behaviours across the nursery. Children understand their daily routine, and, as a result, transitions throughout the day happen smoothly.

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Behaviour, attitudes and establishing routines Expected standard

Leaders strategically address areas in which they identify further improvements are needed. For instance, following a particular focus on improving the mealtime experience for children, leaders and staff have been successful in ensuring that all mealtimes are an enjoyable, relaxed experience for children in all rooms across the nursery. Leaders also recognised that further training was required to support staff's understanding of child development and associated behaviours. As a result of further training and support, staff now have a greater understanding of how to respond and understand children's differing behavioural needs. This has resulted in effective practice regarding behaviour management. For instance, where staff identify situations where behaviour support is needed in children's play, this is conducted in a sensitive and thoughtful manner, resulting in successful play and learning outcomes.

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Behaviour, attitudes and establishing routines Expected standard

The positive relationships between staff and children support all children's positive behaviour effectively, and staff are role models for the behaviour that is expected in the nursery. That being said, there is not yet a consistent approach to supporting children to develop a deeper understanding of their own self-care routines, such as nose wiping and the importance of privacy during nappy changes. Punctuality and attendance are promoted by staff and leaders, and, as a result, children have good attendance at this nursery.

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Children's welfare and wellbeing Expected standard

Policies and procedures are implemented across the nursery to ensure that children's welfare, mental health and wellbeing are supported. These are generally well understood, and where there have been instances where procedures have not been followed in line with nursery expectations, leaders have taken swift action to support staff in understanding and implementing policies as required.

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Children's welfare and wellbeing Expected standard

Leaders have created a safe, welcoming space where children are able to play and explore at their own pace. Staff take time to get to know children well and pay close attention to their individual needs to ensure that they enjoy their time here. When children need comfort and reassurance, staff provide soothing words and cuddles, as well as identifying how to address any needs as required, such as helping them to nap. Parents also comment on the positive atmosphere, which has been created by leaders.

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Children's welfare and wellbeing Expected standard

On the whole, hygiene practices ensure that the needs of babies and children are met appropriately. However, at times, hygiene needs are not responded to swiftly, such as attending to runny noses. Furthermore, leaders and staff have not fully considered how to best promote children's privacy during nappy changes. However, leaders have reflected on this during the inspection and have made plans to improve the nappy changing area to add greater privacy.

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Children's welfare and wellbeing Expected standard

The nursery provides healthy food for children and provides opportunities for fresh air and exercise, and this supports children's good health and wellbeing

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Children's welfare and wellbeing Expected standard

Mealtimes are used to support children's social skills, including their good manners. Children benefit from the praise that practitioners provide, and this further supports their happiness and wellbeing.

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Curriculum and teaching Expected standard

Leaders closely monitor the quality of the curriculum and teaching in their setting, and, as a result, they have a clear understanding of the impact and areas in which improvement is needed. Leaders' oversight ensures that children have access to a broad curriculum, and they support staff in implementing this. Staff and leaders consider the individual contexts of children that attend to ensure that the teaching and environment support their individual needs.

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Curriculum and teaching Expected standard

There is a clear focus on supporting children's physical, personal social and emotional development. For instance, children benefit from fresh air and exercise in the adventurous outdoor space. Staff take time to build relationships with children and gain their trust, in order to then best support them developmentally across all areas of learning.

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Curriculum and teaching Expected standard

Staff pay close attention to children's progress and carefully plan for their next steps. They review these regularly and ensure that learning remains challenging for children. Children with barriers to learning are given the support they need to ensure that they also access a broad and balanced curriculum and make progress in their development.

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Curriculum and teaching Expected standard

There is some variety in the quality of teaching during interactions with children. At times, these interactions maximise learning opportunities for children, for example, during mealtimes. However, this is not yet the case for all adult-led activities, and there are occasions where staff are not yet adapting their teaching in the moment to respond to children's emergent thinking, curiosity and any misunderstandings.

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Inclusion Expected standard

Leaders support staff to identify concerns about children's development at the earliest opportunity. They work with parents to support them in the journey of understanding more about their child's development and in making referrals to other professionals when appropriate. Parent partnerships are effective in assisting staff to understand how to best support children's unique needs, and, as a result, children make progress and are helped to prepare for the next stage of their education. Leaders take action when needed to ensure that any barriers to learning are reduced. For example, training staff to have a deeper understanding of child development, including understanding and supporting challenging behaviour. Leaders take a very hands-on approach to monitoring the support for children with special educational needs and/or disabilities or barriers to their learning. As a result, they have a very deep understanding of the needs of these children and the progress they

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Inclusion Expected standard

are making. Leaders ensure that staff receive training to help them understand how to implement the graduated approach and ensure that support is tailored to the individual needs of children. This includes working in partnership with external professionals to provide further training to support staff's continuous professional development.

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Leadership and governance Expected standard

The nursery has recently been through a period of instability, with a variety of changes to leadership and staffing. However, there is now a stable team in place, including effective leadership within the setting, and this has had a significant impact on ensuring strategic improvements within the nursery during the past year.

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Leadership and governance Expected standard

The manager has succeeded in identifying priority areas for development and in implementing a clear action plan, which has resulted in significant improvements across the nursery. This includes improvements to mealtimes and behaviour management, which are now particularly positive features of the nursery. Leaders are reflective and use their ongoing evaluations to ensure that all decisions are made in the best interests of children, including those who have barriers to their learning, to ensure that children are able to thrive and are ready for the next stage in education when it comes.

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Leadership and governance Expected standard

Leaders are proactive in considering staff's wellbeing and workload. Staff are keen to provide a positive experience for children in this nursery and show enthusiasm for undertaking continuous professional development to further their knowledge and skills.

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Leadership and governance Expected standard

The inspection found that leaders had responded appropriately to weaknesses relating to policies, procedures and risk assessment in the setting and have undertaken improvements, including further training for staff, to ensure that policies and procedures are well understood and consistently followed.

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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 show they feel safe and cared for in this warm and welcoming, coastal nursery. They confidently play and explore the inviting learning environment and chatter with staff and friends. Children benefit from warm and friendly interactions with their key people and staff in the nursery. For instance, all children are supported to understand the daily routine. Children's hands are gently held by staff as they lead them to the table for snack time. Children snuggle with familiar staff to listen to stories, showing enjoyment and comfort as they absorb the stories. Detailed information about children is gathered from parents and carers when children join the nursery, and staff plan for children's individual needs from the first moment they arrive and onward through their time in nursery. This helps children develop a sense of welcome and belonging in the nursery.

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

Staff ensure that the rooms are safe places for children to play and explore, and children are provided with a range of opportunities to develop their interests. Throughout the day, they practise their emerging social skills. For example, during mealtimes, the well-established calm atmosphere and familiar routine allows children to focus on developing lovely table manners and practising key vocabulary and communication skills with staff and friends. Children's social skills and sense of belonging are further supported by the close, supportive, relationships established by the adults who care for them, including the leaders within the setting. Staff encourage children's curiosity, awe and wonder in relation to the unique environment in which they live. For instance, they spend time looking out across the sea view to spot the dolphins.

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

Staff take time to understand children's individual interests and ensure that these are supported in nursery. As a result, children show high levels of engagement in their play and interest in the activities across the nursery. Children are supported to make links between different areas of learning, and, with staff support, this enables them to make progress across the curriculum. Furthermore, good attendance is valued and promoted by staff and leaders in the nursery. As such, all children are achieving well from their starting points.

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Next steps

Leaders should continue to provide ongoing training and support for staff to embed high- quality teaching in all staff's interactions with children. Leaders should further develop the approach to embedding care routines to support children's understanding of healthy habits and self-care.

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About this inspection

The inspector spoke with leaders, practitioners, 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.

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About this inspection

We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this.

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Address:

Seaham House North Terrace Seaham SR7 7EU

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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 : 07:30 - 18:00

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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

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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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