Pulford PlaygroupOfsted report card, 11 Sept 2026

Pulford Playgroup

Unique reference number (URN): 2810376 Address: Brackenwood Infant School, Pulford Road, Bebington, WIRRAL, CH63 2HN Type: Childcare on non-domestic premises Registered with Ofsted: 07/11/2024 Registers: EYR Registered person: Swindlehurst, Louise

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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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Behaviour, attitudes and establishing routines Strong standard

Leaders have established clear expectations for children's behaviour and routines. Children understand these expectations and respond well to them. They are calm, happy and engaged in their play. Children share resources, take turns and treat others with kindness and respect. They develop positive relationships with their peers and the adults who care for them.

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Behaviour, attitudes and establishing routines Strong standard

Children manage familiar routines with increasing ease. They confidently follow routines, such as handwashing, tidying resources and preparing for snack. Children who are new to the setting quickly learn the routines and expectations. Practitioners use consistent praise and encouragement to reinforce positive behaviour and help children to understand what is expected.

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Behaviour, attitudes and establishing routines Strong standard

Practitioners respond sensitively to children's individual emotional needs. They give reassurance when children find something difficult and help them to manage their feelings. This enables children to settle quickly and return to their play and learning. Children increasingly manage their own behaviour and show positive attitudes towards others and their learning.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have created a calm and respectful culture. Consistent approaches from practitioners help children to understand boundaries, manage routines and behave well. For example, when a bell signals that it is time to tidy up, children stop and listen before working together to put resources away. Leaders take decisive action to promote regular attendance. They follow up absences with families to identify and address any barriers to their children attending.

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Inclusion Strong standard

Leaders have a detailed understanding of children's individual needs. They identify barriers to children's learning early. Leaders work closely with parents and carers, previous settings and other professionals to provide the right support. They adapt the environment, resources and communication methods so that children can take part fully and feel a sense of belonging.

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Inclusion Strong standard

Children with special educational needs and/or disabilities (SEND) are included in all aspects of the setting. For example, practitioners use simple Makaton signs, visual resources and photos to help children to communicate and make choices. Leaders and practitioners adapt the environment so that, for example, children who use mobility equipment can access all areas of the provision safely. Leaders also consider barriers faced by children who speak English as an additional language and parents who need information in different formats. They work with families to understand how they would like English and their children's home languages to be used. This helps both children and families to communicate and develop a sense of belonging.

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Expected standard

Leaders use additional funding effectively to address identified gaps in children's development. For example, they use funding to provide additional staffing when children need more support to settle in. Leaders also use funding to develop staff expertise in supporting children's communication and language development. Leaders and practitioners identify children's needs early, put support in place, and regularly review this to decide whether further specialist advice is needed. They share information well with those involved in children's care. This helps to ensure that support is timely, consistent and well matched to children's needs.

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Expected standard

Leaders plan transitions carefully. They share useful information with receiving providers about what helps individual children to settle, manage their emotions and take part in learning and play. As a result, children with SEND are able to participate fully, make progress and develop greater independence.

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Achievement Expected standard

Typically, all children, including those with special educational needs and/or disabilities, make progress from their starting points and develop the knowledge and skills they need for their next stage of learning. Children who are new to the setting settle quickly and become confident in following routines, making choices and managing tasks independently. For example, they access their own apron ready to paint and their own coat ready to go outdoors and put these away when finished.

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Achievement Expected standard

Children communicate clearly, talk about their experiences and use mathematical language in their play. They solve problems and apply what they know in different situations. For example, children decide how to change the size and shape of their play dough creations and select tools for themselves to achieve what they intend.

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Achievement Expected standard

Children develop their physical, social and communication skills through everyday play and interactions. They confidently express their ideas during play, make decisions and increasingly take responsibility for themselves. As a result, children develop positive friendships and cooperate successfully with their peers.

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Children's welfare and wellbeing Expected standard

Practitioners provide consistent care that meets children's individual health and welfare needs. They understand children's medical needs and follow appropriate arrangements to keep them safe. For example, practitioners have adapted handwashing arrangements to reduce the risk of allergen contamination. Children follow established hygiene routines and understand how to keep themselves safe. Children develop their self-care skills, such as collecting their own snack and drink and trying to open food packaging independently before asking for help.

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Children's welfare and wellbeing Expected standard

Children are encouraged to recognise, express and talk about how they are feeling. Practitioners respond sensitively when children experience changes or difficulties and work with parents and carers to provide appropriate support. This helps children to manage their emotions, understand when their feelings change, and settle into the setting.

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Children's welfare and wellbeing Expected standard

The setting promotes healthy snacks and lunch boxes. Practitioners share information with parents about healthy food choices. However, children's understanding of healthy eating is less well developed. Practitioners do not consistently use everyday opportunities to help children understand why some foods and drinks are healthier choices. As a result, children do not yet have a secure understanding of how healthy choices support their health, including their oral hygiene.

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Curriculum and teaching Expected standard

Leaders have designed a broad curriculum that builds on what children know and can do. Practitioners use observations and assessment information to identify gaps in children's learning and agree suitable next steps. Regular discussions help practitioners to share information about children's progress and respond to their needs.

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Curriculum and teaching Expected standard

Practitioners use everyday play and routines to develop children's knowledge and skills. They encourage children to think for themselves, persevere and solve problems. Children develop language, early mathematical, physical and social skills through play. For example, children use words such as 'heavy' and 'wide' as they explore mathematical ideas. Children apply what they know in their play and begin to take responsibility for their learning.

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Curriculum and teaching Expected standard

Children can choose activities and follow their interests. They access resources independently and sustain their engagement. Practitioners use familiar songs and routines to help children to listen, pay attention and understand what happens next. This supports children to develop the knowledge and skills they need for their next stage of learning.

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Curriculum and teaching Expected standard

Teaching is typically responsive to children's needs and generally helps them to build on what they already know. However, although practitioners encourage identifying healthy foods during mealtimes and role-play activities, they do not plan opportunities in the curriculum to support children to understand why healthy food choices are important. As a result, children are not yet consistently provided with opportunities to extend their learning.

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Leadership and governance Expected standard

Leaders have a clear understanding of the setting's strengths and areas for development. They use information about children, families and the local community to identify priorities and take appropriate action. For example, when presented with local oral health information, leaders recognised the need to develop their knowledge and strengthen how they support children's understanding of oral health.

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Leadership and governance Expected standard

Leaders provide a positive and supportive working environment. They consider practitioners' workload and wellbeing. Leaders provide training and professional development to support practitioners in their roles. For example, leaders undertook communication and language intervention training, sharing their learning and practical ideas with the practitioners. Practitioners feel valued and receive encouragement to also share their views. Leaders are open to feedback and reflect on the effectiveness of their practice. Leaders ensure that practitioners understand their responsibilities and have appropriate recruitment, induction, training and procedures in place. They work effectively with parents and carers and other professionals to support children's needs. Leaders also follow up children's absences and explore any barriers to regular attendance.

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Leadership and governance Expected standard

However, leaders do not yet use supervision sessions and peer observations consistently to support practitioners' development. They do not consistently evaluate the impact of training on practice. As a result, leaders do not yet have a consistent overview of how professional development is improving practice and outcomes for children.

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

Children are happy, settled and secure in this welcoming and nurturing setting. They develop warm relationships with the practitioners who care for them. Children know where to go for help and comfort. They make choices about their play, find resources for themselves and take responsibility for simple tasks, such as helping to prepare for snack. Children proudly complete daily 'jobs' and confidently use picture cards to understand what will happen next in their day. These experiences help children to develop their self-confidence, independence and sense of belonging.

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

Children enjoy playing with others. They share, take turns and speak kindly to their friends and adults. Practitioners know children well. They respond sensitively to children's individual circumstances, interests and emotional needs. Children use visual prompts to recognise how they are feeling and talk with practitioners about their emotions. This helps children to feel valued and included. They receive support to regulate their emotions and engage successfully in their play and learning.

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

Children enjoy a range of experiences in a calm and purposeful environment. They explore, investigate and develop new knowledge through play. Practitioners encourage children to persevere when things are difficult and experience success. Children with special educational needs and/or disabilities receive support through appropriate adaptations, specialist advice and consistent approaches. This enables them to fully take part in the life of the setting and develop greater independence.

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

Children experience well-established routines and clear expectations, including around personal care, safety and transitions. They receive encouragement to understand how to look after themselves and others. For example, children know to wash their hands both before and after eating to help reduce the risk of allergen contamination. Parents and carers

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Address:

Brackenwood Infant School, Pulford Road Bebington WIRRAL CH63 2HN

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Address:

Type: Childcare on non-domestic premises

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Address:

Register(s): EYR speak positively about the care their children receive and the communication with practitioners. This helps children and their families to feel welcome and secure.

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Next steps

Leaders should support practitioners to develop children's understanding of healthy choices and how these support their health, including their oral hygiene. Leaders should strengthen supervision sessions and peer observation to evaluate how professional development improves practitioners' knowledge and practice, and the impact this has on outcomes for children.

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About this inspection

The inspector spoke with leaders, practitioners, the special educational needs coordinator, 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. Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 15:15

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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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