URN 2802130 · Inspected 2026-02-04 · Published 2026-04-08 · Inspector: Donna Birch
CareLoveLearn at Tarleton Nursery Unique reference number (URN): 2802130 Address: 78 Hesketh Lane, Tarleton, PRESTON, PR4 6AQ Type: Childcare on non-domestic premises Registered with Ofsted: 07/08/2024 Registers: EYR Registered person: CareLoveLearn Childcare Limited Inspection report: 4 February 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 Expected standard Inclusion Strong standard Leaders demonstrate an excellent commitment to inclusion and act with integrity to ensure that all children, including those with special educational needs and/or disabilities (SEND) and those known to children's social care, receive timely and targeted support. Staff have a very secure understanding of how to support children with SEND and implement the graduated approach effectively. They coordinate closely with parents and carers and external agencies to reduce barriers to children's learning. Staff identify children's needs early. They put detailed plans in place for each child, and monitor and adapt interventions as required. Staff work collaboratively with other agencies to ensure continuity of support, further enhancing children's learning and progress. Parents report that they feel included and confident in the setting's procedures and plans to support their children. Cross-agency collaboration, including sharing best practice from other settings, strengthens inclusion further. As a result, children make positive progress from their starting points, engage fully in activities and develop personal, social and emotional skills in line with their peers. Leaders use funding well to meet the unique needs of children. This positively contributes to the progress children make and consistently ensures that barriers children face are swiftly addressed. Achievement Expected standard Children make expected progress across all areas of learning. They develop the knowledge, skills and confidence they need to succeed. Children build securely on their interests and starting points and achieve well, including those who may be more vulnerable. They develop effective communication and language skills, positive social and emotional understanding, early mathematical knowledge and physical abilities. Children show increasing confidence and problem-solving skills in structured activities and self-directed play. Children with special educational needs and/or disabilities receive timely and effective support. This helps them to access learning alongside their peers and make progress from their starting points. Children benefit from well-organised indoor and outdoor environments that encourage curiosity, exploration and collaboration. As a result, they develop resilience and positive attitudes to learning. However, staff do not always adapt or extend activities in the moment. As a result, some less-confident or less-engaged children are not consistently drawn into play. This limits their opportunities to build on what they know and can do, which reduces the depth of their learning and progress they can make. Behaviour, attitudes and establishing routines Expected standard Children demonstrate positive attitudes to their learning and feel secure across the setting. Leaders have established a positive environment, with clear and commonly understood expectations for children's behaviour. Children form secure attachments with key staff. For example, younger children seek out staff for cuddles and reassurance. Older children are confident to ask for help when needed, for example help with fastening their own coats. Staff manage arrival routines effectively, which supports smooth separation from parents and carers and reinforces the importance of punctuality and attendance to families. Staff model rules, boundaries and respectful behaviour. They encourage turn-taking, sharing and cooperation. Staff support children to collaborate, resolve minor disagreements and engage positively with peers. They adapt their approach to children's age, stage of development, individual needs and circumstances. Staff offer children opportunities for independent choices, such as selecting toys and resources. However, at times, staff complete tasks for children, which limits opportunities for children to practise their self-care skills and develop resilience. Structured indoor and outdoor activities, including exploratory play with soil and animals, support children's problem-solving, persistence and emotional regulation. Leaders continue to strengthen consistency in staff's engagement. This ensures that all children, including the most vulnerable, receive support to develop self-confidence, self-esteem and resilience in preparation for the next stage of learning. Children's welfare and wellbeing Expected standard Leaders ensure that care practices meet children's individual needs effectively. Staff support children with dietary requirements sensitively. They promote oral health through healthy routines and safe mealtimes. Key persons form secure and responsive relationships with babies and children. As a result, children show confidence, feel secure and demonstrate a sense of belonging. They separate from parents and carers calmly, with staff using these moments to engage them in supportive dialogue that promotes their emotional wellbeing throughout the day. Children access a wide range of indoor and outdoor experiences that support children's physical development, exploration and experimentation. They take appropriate risks, developing confidence, persistence and problem-solving skills. Staff support children to recognise, express and manage their emotions. Children receive comfort, reassurance and guidance during social interactions that help them to feel emotionally secure. Care routines, including feeding, weaning and sleep, are planned carefully to meet children's individual needs. Staff encourage children to develop self-confidence, self-esteem and some emerging independence through manageable tasks, such as pouring their drinks. However, at times, staff do not encourage children to consistently practise their self-care skills and develop resilience, such as fastening their coats, wiping noses or serving meals. While these opportunities are not yet fully consistent across the setting, leaders are taking steps to strengthen routines. This ensures that all children, including those who are more vulnerable or face barriers to learning and wellbeing, are typically ready for the next stage of their learning. Curriculum and teaching Expected standard Leaders implement an ambitious and inclusive curriculum that is carefully sequenced across all areas of learning. Staff have a secure understanding of how children build their knowledge and skills over time. They use purposeful interactions, including open-ended questioning, modelling language and responsive dialogue, to extend children's communication, thinking and problem-solving skills. As a result, children are engaged, confident and willing to share their ideas. They benefit from a wide range of stimulating indoor and outdoor experiences, including exploratory play with natural resources, messy play and creative activities that develop their physical skills, confidence and resilience. Staff provide opportunities for children to make choices in their play and learning, and they support the development of children's self-confidence and self-esteem. They offer guidance only when needed to move children's learning forward. That said, staff do not consistently reshape or refine activities and miss opportunities during play to ensure that less-confident or less-engaged children are supported to be highly involved and deepen their learning further. Staff weave mathematical concepts through children's play and activities. This supports children to deepen their understanding and develop their confidence in mathematics in a fun and meaningful way. Key staff know children well. They use ongoing observation to identify what children know and can do, planning next steps tailored to each child's needs. This ensures that children, including those with special educational needs and/or disabilities and the most vulnerable, are supported to engage fully with the curriculum and make progress from their starting points. Leaders provide staff with professional development, targeted supervision sessions and peer observations, which are improving the consistency and quality of teaching. They continue to focus on strengthening practice so that all children extend their learning further and are well prepared for the next stage of their learning. Leadership and governance Expected standard Leaders have managed recent changes, including new leadership roles and staff turnover, without disrupting the day-to-day running of the setting. They understand what is working well and where improvements are needed. Leaders take action to address priorities from previous inspections and ongoing monitoring. Leaders make decisions with children's best interests at the setting, particularly for the most vulnerable and those with special educational needs and/or disabilities (SEND). They have strengthened key-person arrangements, ensuring targeted support for children who need it. Leaders have also improved communication with parents and carers and external agencies, helping to reduce barriers to children's learning and wellbeing. Staff wellbeing and workload are prioritised. Leaders provide regular supervision sessions, guidance, training and peer observations to develop staff practice and maintain consistency. Staff feel supported and valued, which contributes to a motivated and stable team. Safeguarding and regulatory requirements are managed robustly. Staff understand their responsibilities and follow procedures effectively. Leaders show a positive oversight, integrity and commitment to ongoing improvement. As a result, all children benefit from high- quality care and engaging learning. They receive the support they need to thrive and develop across all areas of learning. Leaders monitor children's progress closely. Support is strengthened through effective partnerships with families and other agencies where appropriate. This helps children to make sustained progress over time and supports them to be well prepared for the next stage of their education. What it's like to be a child at this setting Children demonstrate positive attitudes to their learning and feel secure across the setting. They form deep attachments with key staff and show joy when seeing their friends. This reflects children's confidence and a sense of belonging. Staff plan arrival routines to support children's self-confidence and smooth separation from their parents and carers. They have meaningful conversations, which helps children to regulate their emotions and develop social skills. Children gleam with happiness, warmly greet the staff and their friends and eagerly tell visitors about their time at the setting and their home lives. Staff model rules, boundaries and respectful behaviour. They encourage turn-taking, sharing and cooperation. Staff support children's self-confidence and self-esteem by allowing children to make choices, such as selecting resources and engaging in creative or problem- solving activities. They plan structured indoor and outdoor activities, including sensory and investigative trays, to promote children's curiosity, problem-solving and early mathematical understanding. For example, as children dig for worms, staff encourage them to compare the different sizes and shapes of the worms they have found. Leaders set clear expectations and guide staff, promoting positive behaviour and consistent support. Key staff adapt their approach to meet the needs of all children, including the most vulnerable and those with special educational needs and/or disabilities. Leaders continue to strengthen consistency in interactions, routines and learning support. This ensures that all children extend their learning appropriately and receive support to develop confidence, self- esteem and resilience for the next stage of their learning. Inspector: Donna Birch About this setting Unique reference number (URN): 2802130 Address: 78 Hesketh Lane Tarleton PRESTON PR4 6AQ Type: Childcare on non-domestic premises Registration date: 07/08/2024 Registered person: CareLoveLearn Childcare Limited Register(s): EYR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00 Next steps Leaders should ensure all staff consistently engage children through high-quality interactions, so their learning is extended across all activities and routines. Leaders should support staff to strengthen routines to enable children to build confidence, resilience and readiness for the next stage of learning. Leaders should support staff to adapt their teaching to support less-confident or less- engaged children to be highly involved and deepen their learning. About this inspection The inspector spoke with leaders, staff, parents and carers and the special educational needs and/or disabilities coordinator 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. Local authority: Lancashire Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 4 February 2026 Children numbers Age range of children at the time of inspection 0 to 4 Total number of places 52 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. 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