Teddy's Pre-School

What is it like to attend this early years setting?

Children arrive with excitement and separate from their parents with ease. They feel safe and secure in this nurturing and welcoming environment. Babies benefit from highly attentive staff, who tune into their cues, offering sensory experiences that spark curiosity and extend language. Older children confidently explore well-planned risky play, knowing staff are close by to support and encourage them. Children laugh, giggle and share experiences with familiar adults, which shows the positive relationships they enjoy with staff.

Staff know the children well. They create a child-led environment, where children's interests guide learning, and they build on these skilfully in the moment. Communication and language are a clear focus throughout the setting. Children enjoy songs, stories and signing, and they hear new words modelled in meaningful contexts. This approach supports children with special educational needs and/or disabilities exceptionally well. Staff adapt routines and activities to ensure every child can join in and make progress.

Families speak highly of the setting. They value the regular updates, approachable staff and effective support to meet children's individual needs. Parents describe the provision as homely and inclusive, where children thrive and are eager to share their learning at home.

What does the early years setting do well and what does it need to do better?

• Children behave well. They respond positively to staff, who model respectful behaviour and consistently remind them of the expectations. Staff encourage children to take turns, share and persevere. Children quickly learn to resolve disagreements with the support of staff. This helps them to develop strong friendships and a clear understanding of what is right and wrong.
• Children develop high levels of independence. Babies practise taking off their coats, while older children learn to manage their lunch boxes and zips. Routines are used effectively to reinforce good hygiene, healthy eating and self-care.
• The setting continually reflects on its practice to improve outcomes for children. For example, staff reviewed mealtimes and introduced a rolling lunch system. This allows children to choose when to eat, supporting their independence and maintaining engagement in play. Staff report that the change has created a calmer mealtime experience, reduced disruption and given children greater control over their routines, helping them develop confidence and decision-making skills.
• Children make strong progress in their physical development across all ages. Younger children develop coordination and confidence through routine tasks, such as safely using the stairs with the support of nurturing and encouraging staff. Staff support older children to take risks safely, which builds resilience and coordination. Staff continuously assess and manage potential hazards. For example, when jumping from blocks, mats are positioned to ensure safe landings. These approaches help children to build strength, balance and confidence, while developing an understanding of risk and how to keep themselves safe.
• The setting provides a wide range of experiences for children to explore. Activities balance child-led learning, based on children's interests, with structured experiences designed to develop specific skills. At times, group activities are not sufficiently adapted to reflect children's differing levels of understanding and engagement. On occasions, staff's questioning, pace and level of challenge do not enable all children to think deeply, solve problems and develop confidence as independent learners.
• Staff develop their knowledge and skills through a wide range of carefully chosen training. Statutory requirements, such as paediatric first-aid and safeguarding courses, are prioritised, alongside ongoing professional development linked to the curriculum. Training reflects the needs of children and families, including communication, autism awareness and online safety, enabling staff to deliver consistent, informed practice. Staff report that they feel exceptionally supported and describe a strong culture of guidance and encouragement across the setting.

What the setting must and should do next

The provider should:

• enhance staff practice further in the delivery of group activities, to extend children's critical thinking as much as possible.