Cygnets Nursery and Preschool Patrington

Cygnets Nursery and Preschool Patrington
Unique reference number (URN): 2866300
Address: Rear of 9/11 Westgate, Patrington, HULL, HU12 0NA
Type: Childcare on non-domestic premises
Registered with Ofsted: 05/11/2025
Registers: EYR
Registered person: CN Childcare Ltd
Inspection report: 23 September 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 and staff maintain strong partnerships with parents and ensure they are well
informed about their children's learning and progress. The online system is used effectively
to share regular updates and photos, enabling parents to understand what their children are
learning and how they are developing. Parents consistently report high levels of satisfaction
and comment that their children have made clear progress since joining the setting. This
reflects the positive impact of the curriculum and the quality of care provided.
Leaders and staff implement a robust 6-week baseline assessment that allows them to
quickly identify children's individual needs. They act promptly when concerns arise, seeking
support from external agencies and working closely with families to ensure children with
emerging, undiagnosed and special educational needs and/or disabilities receive timely and
appropriate intervention. As a result, barriers to learning are removed quickly and children
can access the full curriculum.
Leaders use local authority funding effectively, including providing specialised equipment, to
ensure all children can participate fully in the environment. Children have individual support
plans with achievable goals that are regularly reviewed and updated as progress is made.
Leaders have secure systems for identifying children eligible for early years pupil premium
funding and understand how this can be used to remove barriers and enhance learning
outcomes.
Staff benefit from purposeful training opportunities that strengthen their knowledge and
practice. They attend specialised training to ensure they can meet the medical needs of
children, demonstrating commitment to inclusive practice.
Achievement Expected standard
Children typically make steady and sustained progress from their individual starting points.
Children develop important self-care skills, such as washing their hands before lunch and
self-serving their own food at lunch using a spoon. As a result, children develop their
independence skills and develop confidence in managing everyday routines.
Children with special educational needs and/or disabilities receive personalised support
plans that reflect their individual learning needs, ensuring children can participate fully in
activities and make progress appropriate to their stage of development.
Across the setting, children engage positively in a wide range of free play opportunities.
They access role play areas, calm spaces, small world play and messy play experiences
that support exploration and skill development. Children benefit from regular walks in the

local village where they observe animals, visit shops and see the local café. These
experiences help children develop a meaningful understanding of the world around them.
Behaviour, attitudes and establishing routines Expected standard
Children demonstrate positive attitudes to learning and typically behave well across the
setting. They arrive happily and settle quickly with the support of familiar adults, showing
that they feel emotionally secure and confident in their environment. Staff build warm,
trusting relationships with children, enabling them to seek comfort and reassurance when
needed. This sense of security underpins children's wellbeing and readiness to learn.
Staff model kind behaviour and support children to negotiate and resolve minor conflicts
during play. Praise is used to reinforce positive behaviour, helping children develop
important social skills and an understanding of turn taking and cooperation. Leaders
promote a positive behaviour ethos and adapt expectations to meet children's individual
needs, ensuring responses are fair and developmentally appropriate.
Children are encouraged to learn routines throughout the day, and staff model these well
overall, such as at tidy-up time. However, transitions between key routines during the day
lack clear direction, and some children become unsettled, restless and disengaged during
these periods. This inconsistency limits children's ability to move smoothly between
activities.
Leaders and staff monitor attendance closely. They record absences and maintain
communication with families to promote punctuality and regular attendance, recognising the
importance of consistent routines for children's learning and wellbeing.
Children's welfare and wellbeing Expected standard
Leaders prioritise children's emotional security from the moment they start at the setting.
Staff focus on helping children settle, form trusting relationships and feel confident to
explore the environment. Children and parents are gradually settled at a pace appropriate to
each child's individual needs. As a result, most children demonstrate high levels of wellbeing
and are ready to engage in learning.
Leaders and staff make thoughtful adaptations to the environment and have purchased
additional equipment to meet the individual needs of children with special educational needs
and/or disabilities. These adjustments help remove barriers to learning and ensure all
children can access the curriculum.
Staff comfort children who are upset and typically recognise children's emotions. They
encourage children to regulate through play and meaningful experiences, supporting them
to understand and manage their feelings.
Staff demonstrate a secure understanding of children's individual sleep, weaning and
feeding routines. Leaders and staff provide safe, designated spaces for children to sleep,
ensuring these spaces are calm, supervised and appropriately risk assessed. This promotes
children's wellbeing and supports healthy sleep habits across the setting.

Information is communicated effectively across the wider team through a detailed card
system for each child, ensuring routines are safe and tailored to individual needs. Robust
systems are in place for allergy management, and allergy information is clear and
accessible to all staff. Children are encouraged to wash their hands before eating and to
self-serve at snack and lunchtime, supporting their independence skills.
Curriculum and teaching Expected standard
Leaders have designed a curriculum that is clearly sequenced and identifies children's
individual ages and stages. It reflects the breadth of the early years foundation stage and
ensures that younger children receive a strong focus on the prime areas of learning.
Children show excitement and engagement during group story times, such as when listening
to 'The Very Hungry Caterpillar'. Their enthusiasm for stories and group activities
demonstrates positive attitudes to learning and supports the development of their
communication and language skills. These early experiences help children to build secure
foundations for future progress, strengthening their listening, attention and early
comprehension.
Staff typically integrate mathematical concepts into children's self-chosen play. For example,
children count the trains in the sand pit, saying '1, 2', and use language such as 'bigger'.
Through measuring, filling and counting containers during sand play, children develop a
practical foundation in early numeracy, capacity and mathematical language.
Staff model rich language and use questioning to extend children's vocabulary and thinking.
In the baby room for example, when babies point to pictures of animals, staff clearly model
the correct animal names, pausing to allow children to listen, process and attempt to repeat
the new vocabulary. This approach strengthens children's early word recognition, supports
accurate pronunciation and encourages confident verbal participation. However, leaders
recognise that high-quality teaching is not yet consistent across the whole team. Variability
in staff practice means some children do not always benefit from rich interactions that
deepen learning or extend language during play. This inconsistency limits the impact of the
curriculum and slows progress for some children.
Leadership and governance Expected standard
Leaders promote a safe, well-organised learning environment for children and staff. They
have a clear understanding of the setting's strengths and areas for improvement, informed
by regular monitoring, staff feedback and reflective practice. This enables them to take
timely and purposeful action to enhance provision, including ongoing developments to the
outdoor environment to improve outdoor learning opportunities for all children.
Leaders demonstrate commitment to continuous improvement. They prioritise children's
safety, wellbeing and inclusion, ensuring that staff understand and implement policies and
procedures effectively. Policies and procedures are reviewed regularly, updated by leaders
and shared with staff to maintain consistency across the setting.
Leaders make thoughtful adaptations for children with special educational needs and/or
disabilities. They work closely with families and external agencies to remove barriers to
learning and ensure children receive tailored support that meets their individual needs.

Staff report feeling well supported and confident to access training opportunities that
strengthen their knowledge and practice. Leaders support staff wellbeing and identify clear
targets to help staff develop their practice. Leaders' investment in professional development
contributes to a reflective and skilled team, which enhances the quality of care and learning
for children. However, leaders recognise that further staff coaching and professional
development need to be consistently embedded across the wider team. This will strengthen
practice and ensure that all children experience high-quality and purposeful interactions
throughout the day.
What it's like to be a child at this setting
Children are happy to arrive at this calm and homely setting. They smile as they are greeted
by familiar adults and show eagerness to play and explore the environment. Children access
a wide range of free play opportunities indoors and outdoors. Their individual interests and
next steps are clearly displayed in both rooms, enabling all adults to provide support and
help children make progress. The 7 areas of learning are embedded throughout activities
and resources, which are tailored to children's individual needs and interests.
Babies explore a calm, safe environment with close support from their key adults. They
practise their physical skills by climbing, pulling themselves up and navigating the frame,
slide and soft play equipment, which supports their current age and stage of development.
Babies enjoy stories and singing with adults, learning new key words and developing early
language skills. They explore sensory toys and experiment with musical instruments with
encouragement from adults, helping them to develop listening and attention skills.
Toddlers enjoy manipulating play dough using tools and rollers, strengthening their fine
motor skills. They dress up and engage in pretend play, developing their social skills and
confidence in imaginative play. Children share stories and singing sessions with adults in the
cosy corner, supporting language development and early comprehension. Outdoors,
toddlers engage in purposeful physical play, demonstrating a positive attitude to play and
exploration. For example, they explore water and paint, investigating textures and materials.
Children engage deeply in purposeful physical play, demonstrating positive attitudes
towards learning and exploration. They develop their physical skills through climbing and
balancing, supported by adults. In the sandpit, children dig, fill pots and explore capacity,
gaining early mathematical language and number knowledge with adult support. At
lunchtime, children enjoy a healthy home-cooked meal and take turns to self-serve. They

Inspector:
Kim Taylor
About this setting
Unique reference number (URN): 2866300
Address:
Rear of 9/11 Westgate, Patrington
HULL
HU12 0NA
Type: Childcare on non-domestic premises
Registration date: 05/11/2025
Registered person: CN Childcare Ltd
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30
use spoons to scoop their own food into bowls, helping them build important independence
skills.
Next steps
Leaders should further support staff to consistently use agreed strategies during routines
and transition times, ensuring children remain fully engaged and learning is maximised.
Leaders should continue to develop targeted coaching for staff to ensure consistently
high-quality interactions with all children.
About this inspection
The inspector spoke with leaders, practitioners, assistants, the special educational needs
coordinator, children and the designated safeguarding lead 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: East Riding of Yorkshire
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 23 September 2026
Children numbers
Age range of children at the time of inspection
1 to 3
Total number of places
20
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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