Lollipops Preschool

Lollipops Preschool

Unique reference number (URN): 2800058 Address: Burden Hall, 144 Alder Road, Poole, Dorset, BH12 4AB Type: Childcare on non-domestic premises Registered with Ofsted: 19/07/2024 Registers: EYR Registered person: Priest, Linda Mary

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

Achievement Strong standard

All children make consistent progress from their starting points due to staff's ability to address barriers which exist in children's lives. Children are sociable and confident learners, demonstrating the ability to use their communication and language skills in a range of contexts, including sharing their needs. Children confidently express their ideas, hold conversations with each other and enthusiastically talk about their home lives.

p.2

Achievement Strong standard

Children with special educational needs and/or disabilities, those who are disadvantaged and those who face other barriers to learning, receive targeted support that is tailored to their individual needs. This enables them to make strong progress from their starting points. For example, children take part in focused sessions that help them to recognise and manage their emotions, talk about their feelings and develop positive relationships with others. As a result, children become increasingly confident in regulating their behaviour and engaging positively with their peers.

p.2

Achievement Strong standard

Children develop the knowledge and skills needed for their next stage of learning, including school. They are confident learners who solve problems, stay engaged within activities and share ideas with others. Staff work closely with families to help children prepare for changes and important milestones. For example, they support toilet training by sharing advice and using the same approaches at home and in nursery. This helps children become more independent and ready for what comes next.

p.2

Behaviour, attitudes and establishing routines Strong standard

Leaders and staff create a warm and inclusive environment where children feel safe, valued and supported. They prioritise building strong relationships with families from the outset and adapt routines to meet children's individual needs. For example, staff recognise when some children may feel overwhelmed and provide access to quieter learning spaces outdoors, enabling them to learn successfully in smaller groups. Staff respond quickly to children's changing needs, reviewing and adapting support throughout the day. As a result, children feel secure, settled and ready to learn.

p.2

Behaviour, attitudes and establishing routines Strong standard

Transitions between activities are managed consistently well throughout the day. Staff use visual cues, including sand timers, to help children understand what will happen next and prepare for changes in the routine. Children respond positively to these strategies and willingly participate in tidying away resources. They demonstrate a strong sense of ownership of their environment, confidently identifying where resources belong and helping to maintain the learning areas. As a result, children move between activities smoothly and remain engaged in their learning.

p.2

Behaviour, attitudes and establishing routines Strong standard

Leaders monitor attendance carefully, ensuring children benefit fully from the curriculum. They work closely with families to promote punctuality and consistent attendance, offering support where needed. As a result, children engage fully, behave well and show readiness to learn throughout the day.

p.2

Children's welfare and wellbeing Strong standard

Leaders prioritise children's welfare and wellbeing. Staff know children extremely well and create a nurturing environment where children feel safe, valued and understood. Robust settling-in routines help children build secure attachments with their key people, giving them the confidence to explore and seek comfort when needed. Staff respond promptly to children's emotional needs, offering guidance and warm interactions that support self- regulation and emotional security.

p.3

Children's welfare and wellbeing Strong standard

Children develop increasing independence in managing their personal-care routines. They confidently wash their hands before meals or after using the toilet, serve their own snack according to their preferences and manage everyday tasks, such as wiping their noses. During mealtimes, staff sit alongside children, encouraging conversations about healthy choices and reminding them how to eat safely. These experiences help children to develop independence and an understanding of healthy lifestyles.

p.3

Children's welfare and wellbeing Strong standard

Staff support children's physical development by providing safe, stimulating spaces where they can move, climb, balance and assess risks in their play. For example, children confidently navigate outdoor equipment, demonstrating an understanding of how to use it safely. Staff also promote children's understanding of healthy lifestyles through discussions about nutritious food, the importance of rest, regular exercise and appropriate screen time. As a result, children develop the physical skills and knowledge needed to support their health and wellbeing.

p.3

Curriculum and teaching Strong standard

Leaders and staff have seamlessly implemented a highly inclusive curriculum that meets the needs of all children, including those with special educational needs and/or disabilities and those who face other barriers to their learning. They place a strong focus on communication and language, mathematics, and personal, social and emotional development, helping children build key skills for future learning. Leaders plan experiences outside of the setting, such as trips to the local aquarium, to enhance children's understanding of the world around them.

p.3

Curriculum and teaching Strong standard

Staff deliver high-quality teaching and adapt their approach effectively to meet children's individual stages of development. They have a clear understanding of what children need to learn next and use creative teaching methods to capture and sustain children's interest. For example, staff skilfully narrate younger children's play as they roll tyres down a carefully constructed track, repeating key words and phrases that children begin to use themselves. Older children benefit from meaningful discussions about topics that interest them, which help to deepen their understanding and extend their knowledge.

p.3

Curriculum and teaching Strong standard

Staff enthusiastically promote a love of reading through enthusiastic storytelling and the effective use of story sacks and props. Children listen attentively and actively participate in retelling stories, supporting their communication skills and enjoyment of books.

p.3

Curriculum and teaching Strong standard

Mathematical concepts are embedded throughout the setting and are woven naturally into play and everyday experiences. Children regularly explore number, counting and quantity as they build, count objects and investigate different materials, such as rice. Staff have high expectations for all children and skilfully introduce mathematical language during activities. For example, they encourage children to identify numbers that come before and after as they complete puzzles and solve problems.

p.3

Inclusion Strong standard

Leaders have high expectations for all children and ensure that those who have special educational needs and/or disabilities, are known (or previously known) to children's social care, or face other barriers to learning, receive the support they need to succeed. They foster an inclusive environment where all children are encouraged to participate fully in nursery life.

p.4

Inclusion Strong standard

Leaders and staff work consistently with external professionals to ensure that children receive high-quality support tailored to their needs. For example, they work closely with speech and language therapists to strengthen children's communication skills. Staff implement professional advice and recommended strategies, using these to inform carefully planned next steps in children's learning. They work closely with parents throughout the process to ensure a consistent approach between home and the setting.

p.4

Inclusion Strong standard

Staff use simple tools and techniques to help all children take part in activities and learn successfully. These include picture prompts, signing, communication aids and sand timers. These help children understand what is happening next, move smoothly between activities and become more independent. As a result, children feel safe, confident and well supported in their learning and development.

p.4

Inclusion Strong standard

Leaders make timely referrals and use additional funding purposefully. They carefully monitor children's progress to ensure support remains effective and has a positive impact on outcomes. Leaders and staff celebrate and value the diverse languages and cultures within the nursery community. For example, children proudly sing the 'Good Morning Song' in English, French and Polish, helping everyone to feel welcomed, included and respected.

p.4

Leadership and governance Strong standard

Leaders place children and families at the heart of their decision-making and maintain a clear vision for continuous improvement. Leaders' visible and approachable presence within the setting helps to create a positive culture where staff and parents feel valued and well supported. Parents speak highly of the provision, commenting on the strong relationships staff build with families and the way leaders recognise and respond to each family's individual needs. They are proactive in identifying when additional support is required and act swiftly to ensure children and their families receive the help they need.

p.4

Leadership and governance Strong standard

Leaders know the strengths of their team well and provide regular support, challenge and professional development to help staff continually improve their practice. They use monthly updates effectively to address any gaps in knowledge and ensure staff remain informed about current expectations. In addition, staff regularly test and quiz one another on key areas of practice, helping to strengthen their understanding and promote a culture of continuous learning and reflection. Leaders create a supportive culture where staff feel valued, listened to and well supported. They place a strong emphasis on staff wellbeing and ensure that staff have effective strategies to maintain their own emotional health. Regular supervision meetings provide opportunities to support both staff wellbeing and professional development. Staff speak highly of the support they receive from leaders and demonstrate a strong commitment to

p.4

Leadership and governance Strong standard

supporting children and their families. As a result, children benefit from a skilled, dedicated and motivated staff team that continually strives to provide high-quality care and education.

p.5

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

Children thrive at this setting. They arrive happy and eager to attend. Children separate from their parents with confidence. They form secure relationships with staff and their peers. Staff know children well and understand their individual needs. Children feel safe, valued and supported in this nurturing environment. As a result, they are settled, emotionally secure and develop a strong sense of belonging.

p.5

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

Children enjoy their learning and engage enthusiastically in a wide range of stimulating experiences. They are encouraged to make choices, follow their interests and take an active role in their play. For example, children vote for the activities they would like to take part in and help decide what they would like to do next. This promotes their independence and gives them a sense of ownership over their learning. As a result, children are motivated, engaged and confident learners.

p.5

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

Children develop positive social skills and benefit from warm interactions with their peers and staff. Mealtimes are sociable experiences where children engage in conversations and develop their independence. For example, they safely chop their own fruit and pour their own drinks. These opportunities help children to build confidence, self-esteem and important self-care skills.

p.5

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

Children demonstrate a strong sense of belonging, particularly those who have recently started. Partnerships with parents consistently support this well. For example, parents share photographs and experiences from home, which leaders and staff use to create meaningful links between children's home lives and their experiences in the setting. This helps children feel valued and recognised as individuals.

p.5

Address:

Burden Hall 144 Alder Road Poole Dorset BH12 4AB

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 15:00

p.6

Address:

Local authority: Bournemouth, Christchurch & Poole

p.6

Next steps

Leaders should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the experiences, outcomes and wellbeing of all children.

p.6

About this inspection

The inspector spoke with leaders, practitioners, 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.

p.6

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.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

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.7

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.8

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.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8