The Woodside Centre

The Woodside Centre Lea Road, Tiverton, Devon, EX16 6SU

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Inspection date

Previous inspection date 13 February 2017 17 December 2014

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 Staff use their thorough knowledge of each child to plan interesting activities that link closely to what children know and can do. Children make good progress from their individual starting points.  Children with developmental delays receive particularly strong support from staff. Staff routinely work closely with parents and other professionals to monitor and target any gaps in children's learning successfully.  Staff are consistently positive role models for children and help them to understand their expectations. For example, staff remind children to use good manners and support them to resolve any minor disputes. Children behave very well.  The manager involves staff well to evaluate practice and make ongoing improvements, to provide positive outcomes for children. For example, they have successfully reviewed play areas and used additional funding well to better facilitate and extend children's

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It is not yet outstanding because:

 At times, staff overlook opportunities to consistently challenge older children to think about and solve problems for themselves.  There are few opportunities for children to learn about and use technology.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 challenge older children more to think about and solve problems, to extend their learning further  provide more opportunities for children to use and explore technology.

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Inspection activities

 The inspector viewed the resources and learning environment, and observed interactions between staff and children.  The inspector carried out a joint observation with the manager, to evaluate the quality of teaching and learning.  The inspector took account of the views of parents, through discussion and their written feedback.  The inspector held a meeting with the manager at an appropriate time during the inspection.  The inspector sampled documentation, including staff suitability checks, children's learning records, risk assessments and completed accident forms.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The manager and staff have a good understanding of child protection issues and know how to seek advice if they have a concern about a child's welfare. The manager accurately monitors the progress of all children, and uses this information well to identify staff training needs. For example, she recognised that mathematics was a common gap in children's learning and supported staff well to attend training. Following this, staff have successfully improved their teaching within this area, which has had a positive impact on children's understanding of mathematical concepts. Staff benefit from ongoing support from the manager, such as through regular supervision meetings and observations, to develop particular aspects of their practice. For instance, all staff now make very good use of mealtimes to encourage children to take responsibility for their care needs. Staff establish effective links with parents, which helps them to meet

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Quality of teaching, learning and assessment is good

Staff use their accurate observations of children to plan challenging activities that, overall, support their learning well. Staff have a good understanding of how children learn through play and exploration, and they flexibly adapt activities and teaching to ensure they engage and motivate children. For example, when children show little interest in an adult-led activity, staff quickly amend their planned task and encourage children to follow their own ideas instead. Overall, staff support children's communication and language well. For instance, they model language clearly for the youngest children and repeat single words, and use mealtimes well to initiate and extend detailed discussion with older children. All children are confident communicators.

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Personal development, behaviour and welfare are good

Children are happy and confident at the setting. They form strong attachments to staff, which helps children learn good social skills. For example, toddlers affectionately cuddle the babies, and older children offer to help others, such as holding the hand of a child who was not confident to jump from a beam in the garden. Staff know children well and are responsive to their individual needs. Children enjoy many opportunities for physical play and exercise, and they are busy and active. For instance, children balance with care across stepping stones, and throw and catch balls.

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Outcomes for children are good

All children develop the skills they need to be ready for the next stage in their learning, including starting school. In particular, they frequently practise early reading and writing skills. For instance, younger children eagerly explore the marks they make in sand with their hands, and older children learn to carefully write and recognise their name.

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Setting details

Unique reference number EY281084 Local authority Devon Inspection number 1070569 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 4 Total number of places 49 Number of children on roll 70 Name of registered person Pre-School Learning Alliance

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reference number

Date of previous inspection 17 December 2014 Telephone number 01884 243712

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reference number

The Woodside Centre registered in 2004 and is run by the Pre-School Learning Alliance as part of a Neighbourhood Nursery project, in Tiverton, Devon. The nursery is open each weekday from 8am to 6pm, all year round. The nursery receives funding to provide free early education for children aged two, three and four years. There are 12 members of staff working directly with children. The manager holds early years teacher status, the deputy manager holds a relevant qualification at level 5, and nine staff hold relevant qualifications at level 2 or level 3. The setting also employs an administrator, cook and cleaner to support the staff.

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reference number

This inspection was carried out by Ofsted 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.

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reference number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection.

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reference number

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reference number

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reference number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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