Yaqadoodle Forest Preschool

Yaqadoodle Forest Preschool
Unique reference number (URN): 2844628
Address: 82 Victoria Road, Stretford, Manchester, M32 0AB
Type: Childcare on non-domestic premises
Registered with Ofsted: 15/05/2025
Registers: EYR, CCR, VCR
Registered person: Yaqadoodle Childcare Academy Limited
Inspection report: 18 June 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
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.

Strong standard
Behaviour, attitudes and establishing routines Strong standard
Leaders have created a relaxing and respectful environment based on clear routines and
effective structure. Staff promote positive attitudes and model positive interactions with each
other. Children develop secure social and communication skills from this. Children build
strong relationships with all staff, not just key persons, which are routed in the care and
warmth shown to them. For children with special educational needs and/or disabilities this is
particularly evident as they are comfortable to approach all staff and adults within the
setting. Time is given to ensure all children receive the same quality interactions.
There are consistently high expectations for behaviour. Children learn to work together, take
turns and share with each other. This is supported through staff taking time to explain
appropriate behaviour to the children. Any incidents of conflict are quickly resolved. Staff
support children to understand the impact of their actions and how best to resolve issues.
Leaders know their families well and work hard with them to overcome barriers. Attendance
is recognised as important and leaders use what they know about families to support low
attendance efficiently.
Children's welfare and wellbeing Strong standard
Staff provide a safe environment for all children where they are confident and respectful.
Children are comfortable with staff and confidently share their needs and wants, however,
they always try to have a go themselves first. Children have developed high levels of self-
care. They take pride in being tidy and clearing up after themselves, showing real ownership
of the setting. Staff are kind and caring towards the children asking children if they need
help or will provide equipment to encourage independence, such as a mirror when wiping
noses.
Staff prioritise children's emotional wellbeing by discussing their emotions, always asking
how they are and being quick to resolve any conflict in a courteous way. Explanations are
provided so children can see different perspectives and develop their emotional intelligence
and understanding of the impact of their actions. For children who are developing their
language, picture prompts are provided so that they can still be heard.
Policies and procedures in place are consistently referred to by staff who prioritise children's
wellbeing. These procedures are utilised so that all staff, including new, foster a kind and
nurturing approach to caring for children. Children spend much time outdoors and
understand the importance of physical health as well as healthy food choices at mealtimes.
They eat a range of healthy meals and are encouraged to drink plenty of fresh water.

Expected standard
Inclusion Expected standard
Staff are quick to identify the needs of all children. They are proactive in making referrals
and consulting parents to put strategies in place. Staff are reflective of these strategies and
adapt them where necessary. For example, they use objects of reference and single words
for children who speak English as an additional language.
Staff show an awareness of how to adapt activities to meet the different abilities of the
children, particularly those children with special educational needs and/or disabilities. They
are responsive to the way children approach the activities and extend their experience in
different ways. Staff continually plan activities that are based on their children's likes and
dislikes, always wanting to create an engaging and inclusive environment. For example, a
cars area was created, and many different vehicles have been introduced to meet children's
interests and encourage high levels of engagement.
There is a thorough transition process in place for all children. This is very much child-led.
Staff work closely with parents and families, getting to know them so that children are
comfortable and have well-established relationships with staff from the start. Staff gather
and share information with local schools, so that they can build relationships with the
children to ensure a smooth transition.
Leaders work collaboratively with families to ensure additional funding is spent
appropriately. Staff have a good understanding of the children's ability through assessment
and spend funds based on the child's next steps.
Leadership and governance Expected standard
Leaders demonstrate an understanding of the context of the pre-school. They are aware of
the setting's strengths and areas for improvement. For example, they have utilised the
nearby park while they develop their immediate outdoor area. Leaders have ensured there
is a clear vision for the setting, which all staff have invested in. Leaders understand that their
curriculum is developing. They have put some measures into place to use what they know
about their children and plan what they want them to learn. This is in its infancy and time is
needed to adapt and embed practice to fully see its impact.
Leaders know their children and families well. Many staff belong to the local community, and
they use this to their advantage. Partnerships with parents is effective. Many parents speak
highly of the care provided for their children. Parents of children with special educational
needs and/or disabilities report that they feel supported by leaders and there is open
communication. Parents say their children are happy and enjoy coming into the pre-school.
Staff are happy and are well supported through continuous professional development and
training. Staff collaborate with leaders to provide the best opportunities, keeping children at
the heart of what they do.

Needs attention
Achievement Needs attention
Children make some progress from their respective starting points. Staff are aware of the
different rates in which children learn and make suitable adaptations. All children
communicate appropriately and effectively with both staff and their peers.
Staff know of the progress the children make through tracking-systems. They identify next
steps in children's learning based on children's interests. However, learning across all the
different developmental areas is not always evident or used to consider what teaching will
come next. Consequently, at times, some children are not given the chance to fully embed
and extend learning.
As focus is placed on some areas of learning over others, there are at times discrepancies
of what children know and can do. While children are equipped with some skills, they lack
some knowledge to prepare them for the next steps in their learning.
Curriculum and teaching Needs attention
Leaders have planned a curriculum that is very much child-led. Activities are planned around
interests, so they are appealing to the children who enjoy their learning and play. However,
staff are not always consistent with planning what they want children to learn now and next.
Although assessment is used well and next steps are well considered, there is not always a
clear structure to the sequence of learning. Staff use next steps when planning activities, but
they do not always consider the skills required to achieve the set goal. Meaning that some
children do not always extend their learning.
Much emphasis is placed on explanations when staff are supporting children. Both indoors
and outdoors, staff use these to support children's understanding. However, staff do not
always teach explicitly and learning can at times be incidental. Leaders are aware of the
need to develop their immediate outdoor area to further provide opportunities for quality
learning and have already taken some steps to achieve this.
Children in the setting are exposed to a language-rich environment where staff place a focus
on communication and language. Where appropriate, children speak in full sentences and
engage in quality interactions. During carpet times, staff use this to develop language skills.
Younger children answer questions in short sentences, whereas older children engage in
deeper conversations. These carpet times are interactive and are group discussions, so
children are engaged.
All children are supported and encouraged to access planned activities. Where children may
not be enthused, staff are mindful and will make adaptations to suit them. Staff take
advantage of their location and use the local park for activities such as planting in the
adopted flowerbeds.

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
Voluntary Childcare Register requirements
This setting has met the requirements of the voluntary part of Childcare Register.
How we check if a provider meets the requirements of the Voluntary Childcare
Register
When we check if settings meet the Voluntary Childcare Register requirements, they can
have the following outcomes:
Met
Not met
What it's like to be a child at this setting
Children are encouraged to share their likes and dislikes with staff who then consider these
when planning activities. Children confidently select what they want to play with and are
encouraged by staff to follow their interests. However, leaders and staff do not always
consider the design and implementation of the curriculum to ensure that children are
exposed to the skills and knowledge they need to enhance their learning and make
consistently secure progress across all areas of their learning and development.

Inspector:
Staff create a welcoming setting where children are keen to play and explore. Staff support
children's communication and language by adapting activities to support children's age and
stage of development. For example, younger children engage fully in a story-time session,
discussing the story with two-way conversations, while older children engage in the two-way
conversations talking about their feelings and emotions.
Staff provide a warm and caring environment where children enjoy playing. There is a clear
shared passion for providing support and care for the children. Children come into the
setting happy and understand the routines well, meaning they are settled and ready to start
their day. Upon arrival, children are greeted with smiles and use their manners when asking
for breakfast, saying 'please' and 'thank you'. Positive adult interactions make this a caring
and supportive place to be. From this, children have developed their social skills, are
confident and will play well with their peers.
Children are supported well despite any barriers they may face. Leaders are active in the
community giving them a better understanding of how to meet children's needs. Children
have strong attachments with all members of staff in the setting helping them to feel
comfortable and settled. They establish lifelong self-help skills as they are encouraged to
have a go without fear. Children are willing to do this as their emotional intelligence has
been well supported.
Next steps
To meet the requirements of the Early years foundation stage and Childcare Register the
provider must take the following action by the assigned date:
Action Completion Date
improve the design and implementation of the
curriculum to ensure all children have the knowledge
and skills for future learning
07/08/2026
About this inspection
The inspector spoke with leaders, staff, parents and children 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.

Laura Farrell
About this setting
Unique reference number (URN): 2844628
Address:
82 Victoria Road
Stretford
Manchester
M32 0AB
Type: Childcare on non-domestic premises
Registration date: 15/05/2025
Registered person: Yaqadoodle Childcare Academy Limited
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Trafford
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 18 June 2026
Children numbers
Age range of children at the time of inspection
2 to 5
Total number of places
35

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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