Your Co-op Little Pioneers Nursery and Pre-School, Newburn

Your Co-op Little Pioneers Nursery and Pre-School, Newburn
Unique reference number (URN): EY295684
Address: The Waterfront at Newburn Riverside, Kingfisher Boulevard, NEWCASTLE UPON TYNE, NE15
8NZ
Type: Childcare on non-domestic premises
Registered with Ofsted: 05/01/2005
Registers: EYR, CCR
Registered person: Places For Children (PFP) Limited
Inspection report: 18 May 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement

Expected standard
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.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
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.
Achievement Expected standard
Children are curious and enjoy exploring the environment. They ask questions so they can
find out more information, and enjoy problem-solving. For example, they find solutions when
they are unable to play a game because there are pieces missing. They make their own
counters and talk about how they did this.
Children are confident and enjoy becoming increasingly independent. They help to put away
the resources at tidy-up time, serve their own food at lunchtime and pour their own drinks.
Children concentrate for increasing amounts of time and build their levels of resilience when
facing a challenge. For example, when watering the seeds they have planted, they persist
when using the spray bottle until they achieve their goal.
All children, including those with special educational needs and/or disabilities, those known
(or previously known) to children's social care and those facing other barriers to their
learning and/or wellbeing, are well prepared for the next stage in their education.
Behaviour, attitudes and establishing routines Expected standard
Positive relationships are evident between children and staff. Children feel safe and secure,
and seek comfort from their key person when needed. Staff respond kindly and sensitively
to children, and this helps children to build warm and trusting bonds with their key person.
Children generally behave well because leaders and staff typically have high expectations.
Staff treat children with respect and kindness, and children use this model to help them
navigate their friendships with others. For example, staff model sharing the water spray so
that all children can water their seeds. Children, particularly those who are disadvantaged,

follow this example to make sure their friends have a turn and remind them to water their
seed gently.
Staff praise positive behaviour and help children celebrate their achievements. They
encourage children to share with their friends and help them develop their skills in taking
turns and waiting for a turn, even when it is challenging.
Leaders understand the importance of attendance, and they support families, by developing
positive relationships and working together, particularly for those children with special
educational needs and/or disabilities, to ensure that children attend the setting regularly and
make progress.
Children's welfare and wellbeing Expected standard
Positive key-person relationships are quickly established, and this supports children to feel
safe and secure, particularly for those children who are new to the setting. Where children
do become unsettled, they are quickly and sensitively supported by their key person.
Leaders ensure that there are effective policies and procedures in place to enable staff to
meet children's personal care needs. Staff have a clear understanding of these processes,
and they confidently and sensitively implement them.
Leaders and staff establish positive relationships with parents, and they ensure that the
setting has all information needed to support each child. For those children with special
educational needs and/or disabilities, staff work closely with parents to ensure that all
individual care needs are met. Parents are kept up to date with all relevant information to
ensure continuity of care.
Children develop their awareness of a healthy lifestyle and have daily opportunities to play
outdoors. They talk about how their heart beats faster when they have been running around
and dancing. Children are encouraged to become increasingly independent over time. For
example, younger children are supported to feed themselves, and older children
independently serve their own food and pour their own drinks. They understand why it is
important to wash their hands before they eat and can talk about this.
Leaders have recently reviewed and implemented routines to effectively and consistently
manage allergies during mealtimes.
Curriculum and teaching Expected standard
Leaders create a carefully thought-out and progressive curriculum and ensure it is generally
taught well. Staff typically show a secure understanding of what they want children to learn,
and they can talk about how they adapt this to meet the needs of the children, including
those with special educational needs and/or disabilities (SEND), those known (or previously
known) to children's social care, and those who may face barriers to their learning and/or
wellbeing. For example, staff give extra time and verbal reminders to support individual
children at key transition times, such as tidy-up time and nappy changing. However, high-
quality teaching is not yet consistently embedded by all staff, and this leads to variance for
some children at some times during the day.

Staff prioritise the development of language and communication skills. They talk kindly and
positively to children and model key vocabulary. Staff encourage and praise children when
they use new vocabulary in their play.
Mathematics is taught explicitly and incorporated into the daily routine, and children develop
a secure understanding of mathematical concepts. For example, staff model and teach the
children about capacity through filling plant pots with soil so they can plant seeds. They also
develop their spatial awareness when tidying up by exploring which shelf is the right size for
resources.
Staff prioritise the development of personal, social and emotional skills, particularly for those
children with SEND. For example, staff help children to develop strategies to deal with big
emotions by ensuring they have daily access to climbing equipment and physical activities
and games to help them manage their feelings.
Inclusion Expected standard
Leaders are committed to making sure that all children are included. They work closely with
staff to ensure that they quickly identify children's needs and put in place the right support
for each child. Staff track children's progress and regularly communicate with parents and
others who are involved in supporting children, for example speech and language therapists.
Staff have a secure understanding of the graduated approach and are proactive in seeking
relevant support to help them meet the needs of children. They access appropriate training
to help them support children. For example, staff use Makaton to develop the language and
communication skills for children with special educational needs and/or disabilities (SEND).
Furthermore, staff work closely with parents to ensure that they work together to support
children in the setting and at home.
Leaders use funding appropriately to support individual children, including those with SEND,
those who are known (or previously known) to children's social care, and those who face
other barriers to their learning and/or wellbeing, to make progress. For example, leaders
purchase resources such as a walking frame to support the development of physical skills,
facilitate additional staffing to enable one-to-one support and organise training for staff to
enable them to support children who need specialised feeding procedures.
Leadership and governance Expected standard
Leaders are passionate about their role and are committed to supporting children and
families. However, the setting has recently undergone a period of change and transition, and
this has resulted in changes to leaders and other roles. Those new to their role are receiving
effective support, and this is helping the recent changes to have a positive impact on the
experiences of children.
Leaders take account of staff wellbeing and workload, and there are effective systems in
place for staff to seek help and guidance if needed. Staff feel valued and recognise support
and training they receive. Staff feel this helps them to do their jobs more effectively.
Leaders work closely with families and outside professionals to ensure that children with

special educational needs and/or disabilities, those known (or previously known) to
children's social care, and those who may face barriers to their learning and/or wellbeing
receive the support they need quickly.
Parents speak positively about the relationships they have with leaders and staff. They
welcome the help offered to their children. They say that leaders and staff are approachable,
and that staff communicate well with them.
Leaders understand their responsibilities to ensure the safety of children, particularly when
managing allergies. Following a recent incident, leaders took swift and effective action to
review and update their procedures and have provided staff training that has strengthened
practice.
Compulsory Childcare Register requirements
This setting has met the requirements of the compulsory part of the Childcare Register.
How we check if a provider meets the requirements of the Compulsory Childcare
Register
When we check if settings meet the Compulsory Childcare Register requirements, they can
have the following outcomes:
Met
Not met
What it's like to be a child at this setting
Children arrive at the setting happy and excited to learn. Positive relationships are evident
between staff and children, and this means that children feel safe and settled. Leaders greet
all families as they enter the setting. They check in with individual families, including those of
children with special educational needs and/or disabilities (SEND), those known (or
previously known) to children's social care, and those who may face barriers to their learning
and/or wellbeing, to ensure a smooth transition.

Inspector:
Children engage well in a varied range of planned play opportunities that support their
learning and development and are matched to their interests. They access learning both
indoors and outdoors, every day. They engage enthusiastically in different activities around
the same topic, such as learning about planting seeds and caring for plants in their outdoor
area.
Children develop secure language and communication skills because staff model a range of
vocabulary and support them to use it in their play. Children talk excitedly about the different
kinds of seeds they are planting and what kind of flowers they will grow into. This promotes
their understanding of the world around them.
Children enjoy playing games with their friends, and staff support them to develop their skills
in turn-taking and sharing. They develop friendships and behave kindly towards each other,
ensuring that everyone feels included. Children enjoy taking part in daily routines, such as
tidying up, and this supports them to grow in confidence and independence as they develop
effective problem-solving skills and a secure understanding of mathematical concepts.
These experiences help to prepare all children, including those with SEND, those known (or
previously known) to children's social care, those who may face barriers to their learning
and/or wellbeing and those who are disadvantaged, well for school and the next stage of
their learning.
Next steps
Leaders should continue to strengthen leadership across the setting and support all staff
to develop and improve their practice to ensure all children access a positive learning
experience consistently.
Leaders should maintain effective routines, particularly at mealtimes, to further secure a
smooth and safe experience for all children, specifically in relation to the effective
management of allergies.
About this inspection
The inspector spoke with leaders, staff, the special educational needs coordinator, children
and parents during the 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.

Vanessa Foster
About this setting
Unique reference number (URN): EY295684
Address:
The Waterfront at Newburn Riverside
Kingfisher Boulevard
NEWCASTLE UPON TYNE
NE15 8NZ
Type: Childcare on non-domestic premises
Registration date: 05/01/2005
Registered person: Places For Children (PFP) Limited
Register(s): EYR, CCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30
Local authority: Newcastle upon Tyne
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 18 May 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
108

Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
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.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement
The setting needs to make urgent improvements to provide the expected standard of
education and/or care.

The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
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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