Puddleducks Day Nursery (Baldock) Limited

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About Puddleducks Day Nursery (Baldock) Limited

Name Puddleducks Day Nursery (Baldock) Limited
Ofsted Inspections
Address Butterfield House, Hitchin Street, Baldock, Hertfordshire, SG7 6AE
Phase Childcare on Non-Domestic Premises, Full day care
Gender Mixed
Local Authority Hertfordshire
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Children form close bonds with the staff, who are kind and caring and show a genuine interest in the children. They recognise children's individual care needs and soothe them when they are unsure.

As a result, children are happy and settled. The dedicated and ambitious leadership team has a clear understanding of what they want all children to learn and how to achieve this. However, the curriculum is not fully embedded.

Staff's knowledge of the planned curriculum and their interactions with the children, are variable across the nursery. They plan inviting experiences for children, but do not always consider how they can i...mplement this for the age and ability of the children. Consequently, children do not stay at the activity for long and some do not learn as much as they could.

Children enjoy opportunities to play outdoors. They gain confidence in their physical abilities as they ride scooters, make up chasing games and build obstacle courses. Staff hold younger children's hands as they try to master the garden steps.

They help children experiment with filling and emptying containers as they build sandcastles in the sand tray. Children play alongside their friends and smile as staff praise them.

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

Leaders have an accurate understanding of their strengths and areas they wish to develop.

They know what good-quality care and education looks like. Leaders are working with the staff team to ensure the teaching is consistent throughout the nursery.Staff sing songs, read stories and talk to babies and young children.

Older children enjoy finding the different letter sounds for their names. During some activities, staff provide too few opportunities for children to hear high-quality back-and-forth interactions. For example, younger children make prints with paint using pine cones and conkers.

However, staff offer very little language to support the activity. Leaders say they will introduce staff to the recent training they have attended. They plan to help staff focus more precisely on their interactions and language.

There are many opportunities for children to develop their independence. Children help themselves to snack and use forks and spoons at mealtimes. Children understand the importance of good hygiene practices.

However, some routines and transitions of the day are not always planned as well or supported by staff. Therefore, at times, staff become rushed and disorganised, and children are not able to make the most of the potential learning opportunities. For example, staff do not support and sequence the learning for children who are toilet training because they are also changing other children's nappies.

Staff support children's personal, social and emotional development well. They take time to develop strong and trusting relationships with babies and young children, providing reassurance, comfort and cuddles when needed. Children generally behave well when they enjoy taking part in activities that interest them.

Staff adapt children's settling-in procedures to help meet their individual needs. Furthermore, staff support children during their transition from room to room. They make sure they share key information between the staff in the rooms to help meet children's needs.

Children develop their mathematical thinking. For example, they use counting blocks to build towers and look at the different sizes and shapes of blocks and count them.Parents are happy with the care that their children receive.

They comment that they know their child is happy and safe as the staff are so caring. Parents say that they develop positive relationships with leaders and their children's key persons. They receive regular updates.

Staff say they are happy in their work. They express that the leadership team supports their well-being. New staff value the induction, training and ongoing mentoring they receive.

Staff value the team meetings.Staff work with the nursery's special educational needs and/or disabilities coordinator to discuss any developmental concerns. Children with identified delays have appropriate plans in place.

Staff share these with parents and other professionals in a timely manner. This ensures that children receive the support they need.


The arrangements for safeguarding are effective.

The leadership team and staff fully understand their role and responsibility to keep children safe. Staff have a good understanding of procedures to follow if they have concerns about a child's welfare. Leaders follow the correct procedure if there are allegations made against staff.

The environment is risk assessed throughout the day and the premises are safe and secure. The leadership team follows clear recruitment procedures. They make checks on new and existing staff to ensure that they are, and remain, suitable to work with children.

Risk assessments are effective and staff take appropriate steps to minimise hazards to children.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage and Childcare Register the provider must: Due date improve and embed the implementation of the curriculum, including staff's interactions with the children, to ensure all children receive consistently meaningful learning experiences that build on what they already know and can do.31/01/2024 To further improve the quality of the early years provision, the provider should: nextend staff's knowledge on supporting and extending children's language development review the organisation of routines to better support children's individual needs and learning outcomes.

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