Puddleducks Childrens Nursery Ltd

Puddleducks Childrens Nursery Ltd
Unique reference number (URN): EY440469
Address: 220 Helmshore Road, Haslingden, ROSSENDALE, Lancashire, BB4 4DJ
Type: Childcare on non-domestic premises
Registered with Ofsted: 08/12/2011
Registers: EYR, CCR, VCR
Registered person: Puddleducks Children's Nursery Limited
Inspection report: 21 January 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.

Expected standard
Achievement Expected standard
Children achieve well from their starting points. Leaders and staff work in partnership with
parents and carers, which contributes to children achieving well from their starting points.
Staff share with parents children's next steps and give suggestions and resources to enable
parents to continue and consolidate the learning at home. Children are motivated through
their interests, such as superheroes, knights and popular television characters. They
persevere when trying to put on their shoes and coats.
Leaders provide additional support for children with special educational needs and/or
disabilities, those who are known (or previously known) to children's social care and those
who may face barriers to their learning and/or wellbeing so that they continue to make
progress towards the next stage of learning. Children develop key skills and knowledge.
They are well prepared for the next stage of learning, including school.
Behaviour, attitudes and establishing routines Expected standard
Leaders monitor attendance effectively. The friendly and positive relationships with parents
and carers support children to attend regularly. This is because there is a transparent
attendance policy that leaders communicate to parents when children begin at the nursery.
This means that children benefit from what is on offer and develop positive habits for the
future.
Staff are consistent and clear regarding expectations for children's behaviour, and this is
supported by parents. Children know what to expect. Familiar routines, consistency of staff
and reminders help children to develop a sense of right and wrong. Staff are sensitive to
children's differing needs and adapt their interactions and approach to suit. Secure key-
worker relationships help children to engage positively with others. Staff demonstrate
kindness, support and interest and model conflict resolution. This assists children in forming
warm and amicable friendships. Children demonstrate growing confidence and are securing
social skills that contribute to successful peer interactions. They are given specific praise for
using kind hands and sharing toys. Staff show an awareness of how to differentiate their
approach for individuals and help children to develop social skills over time.
Children's welfare and wellbeing Expected standard
Staff implement respectful and effective care routines that support children's unique needs,
preferences and emotional wellbeing. Hygiene routines support children's developing
independence. Staff model how to wash hands effectively, and children know this is to help
keep themselves safe from germs. After discussion with parents and carers, staff implement
strategies to support individual children's needs, including toilet training, weaning stages and
sleep routines. Staff work closely with parents and carers to get to know children's
characteristics, and key persons understand their role in supporting warm and caring
relationships with children. They speak calmly and adapt their supportive interactions.
Children demonstrate that they feel happy and safe.

At mealtimes, staff talk with children about how good food choices and getting lots of
exercise outside in the fresh air help to keep them healthy. They discuss what is not good for
oral hygiene. This supports children's developing knowledge of what contributes to a healthy
lifestyle.
Staff support children to manage their feelings well. They provide opportunities for
discussion through chosen stories, situations that arise and when checking in on how others
are feeling. Staff provide resources for children to access that support their understanding,
such as teddies with different facial expressions.
Curriculum and teaching Expected standard
Leaders have implemented a sequenced curriculum that nurtures individuality. They
regularly review its quality and make adaptations as needed. Key workers know the children
in their group well and, through observation and tracking, devise personalised plans that
ensure progression and reflect children's interests. As a result, children enjoy a wide variety
of activities across a broad range of learning and development.
Staff interactions with children are tailored to their unique needs. They understand children's
stage of development and the best way to communicate with them. For instance, staff sing,
emphasise key words such as 'bagel', 'round' and 'less' and use objects as a reference. Staff
support children's developing language skills well. Children are confident communicators.
Staff provide predictable routines to support children's personal, social and emotional
development. Staff develop resource boxes for children to access, such as sensory toys,
which support their engagement in activities. Children develop their independence with
toileting and dressing for going outside.
In the garden, supported by encouraging staff, children run, balance and climb. They make
large marks on boards and dig in the mud kitchen. Babies are encouraged and supported to
take steps and use large soft-play shapes to build their core strength. Physical development
is well supported.
Inclusion Expected standard
Staff know and understand children's individual needs well. They liaise with parents and
carers to gather information along with observations to develop children's learning and
development starting points. There are clear monitoring and tracking systems in place.
Leaders support staff through practical help to identify and assess children's needs. There is
a positive impact over time, which is appreciated by parents.
Practice is inclusive. Staff adapt their way of everyday working. They use 'now and next'
boards, show objects for reference and have realistic expectations. Support is targeted to
ensure that any barriers to learning are reduced. The learning environment is adaptable to
children's needs and requirements.
Staff work in partnership with other professionals. They successfully incorporate the
suggested external advice into daily routines and activities. This has a positive impact on

Needs attention
children's progress. Regular meetings and discussions with parents and carers ensure that
children's changing needs are met.
Leaders are proactive in signposting parents to relevant community support. Additional
funding is used well. Leaders ensure that a clear strategy provides children with the support
they need at the time they need it. Children benefit from accessing Tuesday Talk sessions,
physical development sessions and resources to further their development.
Leadership and governance Needs attention
Since the last inspection, the curriculum has been refined and a review of the planning
procedures has been undertaken due to recent expansion to the leadership team. This has
had a positive impact on children's achievement. Staff have been well supported in their role
to implement the changes. They appreciate the one-to-one training they have received and
the consideration given to their workload and wellbeing. However, professional development
for staff in other areas is less successful. Staff, in the main, follow their own interests and
decide what training they would like to complete. This does not support them to improve
their subject knowledge and improve their teaching over time.
Leaders work hard to establish solid partnerships with external professionals to support
children with special educational needs and/or disabilities. They follow guidance and
implement an appropriate targeted learning plan to support children to make progress.
Parents and carers are extremely positive about the care and educational experiences their
children receive. They value the emphasis on working together to reach shared outcomes
and know that staff have a genuine interest in their children.
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 demonstrate a clear sense of belonging in the setting. They are warmly welcomed
and supported through flexible routines that reflect individual needs. Staff prioritise children's
wellbeing. They help children to feel secure and valued and develop positive relationships in
the setting. Children enjoy their time and develop trusting relationships with staff, particularly
their key person. They seek out familiar adults when unsure, showing the secure
attachments. Staff provide additional support when needed to ensure children can
participate fully in daily routines and activities. Valuable information about routines and
preferences for children is gathered from families before children start. This supports
children to settle quickly.
Children are settled and happy, as staff are consistently available and respond appropriately
to children's individual needs. This supports children's emotional security. From their starting
points, children make continued progress and are well supported. Staff have appropriate
expectations and provide suitable support to help children develop age-appropriate
knowledge, skills and behaviours. Children talk about activities they enjoy, such as playing
outdoors and painting. Their interests are reflected in the learning environment. Children
show growing confidence by requesting songs and choosing favourite stories, indicating
developing independence and appropriate communication skills.
Children are cared for in a safe, nurturing and supportive environment. Staff promote
positive interactions and maintain a calm atmosphere, which helps children feel secure.
Children's individual needs are recognised, and staff take steps to reduce barriers to
learning when they arise. This approach supports children to engage in learning
experiences.

Inspector:
Lisa Bellam-Brown
About this setting
Unique reference number (URN): EY440469
Address:
220 Helmshore Road
Haslingden
Although the leadership team has identified areas for development, some have not yet been
prioritised. Professional development for staff is not sufficiently focused to ensure they
receive precise feedback and targeted training to further their development and reflective
practice. This limits opportunities for staff to consistently improve over time.
Next steps
To meet the requirements of the Early years foundation stage and Childcare register the
provider must take the following actions by the assigned date:
Action Completion
Date
continue to refine self-evaluation and improvement planning by
clearly identifying areas for development to strengthen the quality of
the provision
28/02/2026
further develop targeted professional development opportunities for
staff linked to identified priorities to strengthen practice
28/02/2026
About this inspection
The inspector spoke with the nominated individual, area manager, leaders, practitioners and
special educational needs 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.

ROSSENDALE
Lancashire
BB4 4DJ
Type: Childcare on non-domestic premises
Registration date: 08/12/2011
Registered person: Puddleducks Children's Nursery Limited
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
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 21 January 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
38
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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