Cygnets Nursery and Preschool PatringtonOfsted report card, 23 Sept 2026

Cygnets Nursery and Preschool Patrington

Unique reference number (URN): 2866300 Address: Rear of 9/11 Westgate, Patrington, HULL, HU12 0NA Type: Childcare on non-domestic premises Registered with Ofsted: 05/11/2025 Registers: EYR Registered person: CN Childcare Ltd

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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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Inclusion Strong standard

Leaders and staff maintain strong partnerships with parents and ensure they are well informed about their children's learning and progress. The online system is used effectively to share regular updates and photos, enabling parents to understand what their children are learning and how they are developing. Parents consistently report high levels of satisfaction and comment that their children have made clear progress since joining the setting. This reflects the positive impact of the curriculum and the quality of care provided.

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Inclusion Strong standard

Leaders and staff implement a robust 6-week baseline assessment that allows them to quickly identify children's individual needs. They act promptly when concerns arise, seeking support from external agencies and working closely with families to ensure children with emerging, undiagnosed and special educational needs and/or disabilities receive timely and appropriate intervention. As a result, barriers to learning are removed quickly and children can access the full curriculum.

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Inclusion Strong standard

Leaders use local authority funding effectively, including providing specialised equipment, to ensure all children can participate fully in the environment. Children have individual support plans with achievable goals that are regularly reviewed and updated as progress is made. Leaders have secure systems for identifying children eligible for early years pupil premium funding and understand how this can be used to remove barriers and enhance learning outcomes.

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Inclusion Strong standard

Staff benefit from purposeful training opportunities that strengthen their knowledge and practice. They attend specialised training to ensure they can meet the medical needs of children, demonstrating commitment to inclusive practice.

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Achievement Expected standard

Children typically make steady and sustained progress from their individual starting points. Children develop important self-care skills, such as washing their hands before lunch and self-serving their own food at lunch using a spoon. As a result, children develop their independence skills and develop confidence in managing everyday routines.

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Achievement Expected standard

Children with special educational needs and/or disabilities receive personalised support plans that reflect their individual learning needs, ensuring children can participate fully in activities and make progress appropriate to their stage of development.

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Achievement Expected standard

Across the setting, children engage positively in a wide range of free play opportunities. They access role play areas, calm spaces, small world play and messy play experiences that support exploration and skill development. Children benefit from regular walks in the local village where they observe animals, visit shops and see the local café. These experiences help children develop a meaningful understanding of the world around them.

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate positive attitudes to learning and typically behave well across the setting. They arrive happily and settle quickly with the support of familiar adults, showing that they feel emotionally secure and confident in their environment. Staff build warm, trusting relationships with children, enabling them to seek comfort and reassurance when needed. This sense of security underpins children's wellbeing and readiness to learn.

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Behaviour, attitudes and establishing routines Expected standard

Staff model kind behaviour and support children to negotiate and resolve minor conflicts during play. Praise is used to reinforce positive behaviour, helping children develop important social skills and an understanding of turn taking and cooperation. Leaders promote a positive behaviour ethos and adapt expectations to meet children's individual needs, ensuring responses are fair and developmentally appropriate.

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Behaviour, attitudes and establishing routines Expected standard

Children are encouraged to learn routines throughout the day, and staff model these well overall, such as at tidy-up time. However, transitions between key routines during the day lack clear direction, and some children become unsettled, restless and disengaged during these periods. This inconsistency limits children's ability to move smoothly between activities.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff monitor attendance closely. They record absences and maintain communication with families to promote punctuality and regular attendance, recognising the importance of consistent routines for children's learning and wellbeing.

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Children's welfare and wellbeing Expected standard

Leaders prioritise children's emotional security from the moment they start at the setting. Staff focus on helping children settle, form trusting relationships and feel confident to explore the environment. Children and parents are gradually settled at a pace appropriate to each child's individual needs. As a result, most children demonstrate high levels of wellbeing and are ready to engage in learning.

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Children's welfare and wellbeing Expected standard

Leaders and staff make thoughtful adaptations to the environment and have purchased additional equipment to meet the individual needs of children with special educational needs and/or disabilities. These adjustments help remove barriers to learning and ensure all children can access the curriculum.

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Children's welfare and wellbeing Expected standard

Staff comfort children who are upset and typically recognise children's emotions. They encourage children to regulate through play and meaningful experiences, supporting them to understand and manage their feelings.

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Children's welfare and wellbeing Expected standard

Staff demonstrate a secure understanding of children's individual sleep, weaning and feeding routines. Leaders and staff provide safe, designated spaces for children to sleep, ensuring these spaces are calm, supervised and appropriately risk assessed. This promotes children's wellbeing and supports healthy sleep habits across the setting. Information is communicated effectively across the wider team through a detailed card system for each child, ensuring routines are safe and tailored to individual needs. Robust systems are in place for allergy management, and allergy information is clear and accessible to all staff. Children are encouraged to wash their hands before eating and to self-serve at snack and lunchtime, supporting their independence skills.

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Curriculum and teaching Expected standard

Leaders have designed a curriculum that is clearly sequenced and identifies children's individual ages and stages. It reflects the breadth of the early years foundation stage and ensures that younger children receive a strong focus on the prime areas of learning. Children show excitement and engagement during group story times, such as when listening to 'The Very Hungry Caterpillar'. Their enthusiasm for stories and group activities demonstrates positive attitudes to learning and supports the development of their communication and language skills. These early experiences help children to build secure foundations for future progress, strengthening their listening, attention and early comprehension.

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Curriculum and teaching Expected standard

Staff typically integrate mathematical concepts into children's self-chosen play. For example, children count the trains in the sand pit, saying '1, 2', and use language such as 'bigger'. Through measuring, filling and counting containers during sand play, children develop a practical foundation in early numeracy, capacity and mathematical language.

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Curriculum and teaching Expected standard

Staff model rich language and use questioning to extend children's vocabulary and thinking. In the baby room for example, when babies point to pictures of animals, staff clearly model the correct animal names, pausing to allow children to listen, process and attempt to repeat the new vocabulary. This approach strengthens children's early word recognition, supports accurate pronunciation and encourages confident verbal participation. However, leaders recognise that high-quality teaching is not yet consistent across the whole team. Variability in staff practice means some children do not always benefit from rich interactions that deepen learning or extend language during play. This inconsistency limits the impact of the curriculum and slows progress for some children.

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Leadership and governance Expected standard

Leaders promote a safe, well-organised learning environment for children and staff. They have a clear understanding of the setting's strengths and areas for improvement, informed by regular monitoring, staff feedback and reflective practice. This enables them to take timely and purposeful action to enhance provision, including ongoing developments to the outdoor environment to improve outdoor learning opportunities for all children.

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Leadership and governance Expected standard

Leaders demonstrate commitment to continuous improvement. They prioritise children's safety, wellbeing and inclusion, ensuring that staff understand and implement policies and procedures effectively. Policies and procedures are reviewed regularly, updated by leaders and shared with staff to maintain consistency across the setting.

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Leadership and governance Expected standard

Leaders make thoughtful adaptations for children with special educational needs and/or disabilities. They work closely with families and external agencies to remove barriers to learning and ensure children receive tailored support that meets their individual needs. Staff report feeling well supported and confident to access training opportunities that strengthen their knowledge and practice. Leaders support staff wellbeing and identify clear targets to help staff develop their practice. Leaders' investment in professional development contributes to a reflective and skilled team, which enhances the quality of care and learning for children. However, leaders recognise that further staff coaching and professional development need to be consistently embedded across the wider team. This will strengthen practice and ensure that all children experience high-quality and purposeful interactions throughout the day.

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

Children are happy to arrive at this calm and homely setting. They smile as they are greeted by familiar adults and show eagerness to play and explore the environment. Children access a wide range of free play opportunities indoors and outdoors. Their individual interests and next steps are clearly displayed in both rooms, enabling all adults to provide support and help children make progress. The 7 areas of learning are embedded throughout activities and resources, which are tailored to children's individual needs and interests.

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

Babies explore a calm, safe environment with close support from their key adults. They practise their physical skills by climbing, pulling themselves up and navigating the frame, slide and soft play equipment, which supports their current age and stage of development. Babies enjoy stories and singing with adults, learning new key words and developing early language skills. They explore sensory toys and experiment with musical instruments with encouragement from adults, helping them to develop listening and attention skills.

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

Toddlers enjoy manipulating play dough using tools and rollers, strengthening their fine motor skills. They dress up and engage in pretend play, developing their social skills and confidence in imaginative play. Children share stories and singing sessions with adults in the cosy corner, supporting language development and early comprehension. Outdoors, toddlers engage in purposeful physical play, demonstrating a positive attitude to play and exploration. For example, they explore water and paint, investigating textures and materials.

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

Children engage deeply in purposeful physical play, demonstrating positive attitudes towards learning and exploration. They develop their physical skills through climbing and balancing, supported by adults. In the sandpit, children dig, fill pots and explore capacity, gaining early mathematical language and number knowledge with adult support. At lunchtime, children enjoy a healthy home-cooked meal and take turns to self-serve. They

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Address:

Rear of 9/11 Westgate, Patrington HULL HU12 0NA

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30 use spoons to scoop their own food into bowls, helping them build important independence skills.

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Next steps

Leaders should further support staff to consistently use agreed strategies during routines and transition times, ensuring children remain fully engaged and learning is maximised. Leaders should continue to develop targeted coaching for staff to ensure consistently high-quality interactions with all children.

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About this inspection

The inspector spoke with leaders, practitioners, assistants, the special educational needs coordinator, children and the designated safeguarding lead 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. Local authority: East Riding of Yorkshire

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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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