Coppice Primary School

Padstow Pre-School School Grounds, Grenville Road, Padstow, Cornwall PL28 8EX

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Inspection date 27 September 2018 Previous inspection date 27 April 2015

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This inspection: Good 2

Previous inspection: Good 2 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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The provision is good

n Staff work together effectively as a team and have high expectations for children. Staff demonstrate a passionate approach in supporting children's welfare and development through regular reflection. n Children learn through purposeful play. For example, staff provide them with everyday objects and resources in their activities, such as the role-play shop. This helps to extend children's vocabulary, while promoting their understanding. n The manager monitors the quality of children's learning and staff practice closely. She thoroughly reviews the progress that groups of children make and identifies where more intervention is required. For example, she has supported staff working with boys to extend further the provision for children's early literacy. n Staff use observation and assessment effectively to identify individual children's achievements in their learning and what they could do next to help children make

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The provision is good

progress in their learning. n Staff are well qualified. They benefit from attending regular training events to develop their knowledge and skills. This helps to promote good outcomes for children's learning and development.

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It is not yet outstanding because:

n Although the manager has identified a need for greater opportunities for children to explore risk and challenge outside, particularly to engage boys, this has not been fully embedded. n The provision of creative and sensory play opportunities across the pre-school is not balanced to ensure that all children have access, whether they choose to play indoors or outside.

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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

n develop more opportunities for children, especially boys, to explore risk and challenge in their play and learning outside n ensure the indoor and outdoor environments include access to a range of sensory play opportunities.

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What the setting needs to do to improve further

Inspection activities n The inspector sampled and discussed relevant documentation with the manager, including children's records, evidence of staff qualifications and suitability. n The inspector took the views of parents into account. n The inspector conducted a joint observation with the manager. n The inspector held a meeting with the leadership team to discuss its self-evaluation and other matters relating to leadership and management. n The inspector observed activities in the indoor and outdoor areas. She assessed the impact of teaching on children's learning.

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Effectiveness of leadership and management is good

Safeguarding is effective. Leaders demonstrate a strong commitment to staff training and professional development. For example, all staff have undertaken 'Prevent' duty training and, as a result, staff know how to help keep children safe. They have a secure knowledge of identifying signs that would give cause for concern. Recruitment and vetting procedures are thorough. For example, the committee carries out ongoing checks. This helps to make sure adults are suitable to work with children and maintains ongoing continuity and support for the pre-school. Risk assessments are robust. Children are safe and secure as they play.

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Quality of teaching, learning and assessment is good

Staff plan stimulating activities that motivate children to learn. For example, children enjoy 'selling' imaginary ice creams in the garden. Staff ask questions to extend children's learning. For example, staff ask them how much the ice cream costs, which supports children's understanding of mathematical concepts. Children access a range of suitable toys and equipment, with good opportunities to explore physically in a range of outdoor play spaces. For example, they enjoy driving toy cars and painting with water and brushes. Staff know how children learn in different ways and interact well with them. They lead creative activities as they explore stories and songs together. Children are happy at the pre-school. Robust systems ensure that children settle well, and that staff identify their starting points quickly.

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Personal development, behaviour and welfare are good

Staff effectively support children's emotional well-being. Parents see this as a main strength of the nursery. Parents comment on how happy their children are and how supported they feel. This helps children to feel safe and secure. Parents are involved in their children's learning. For example, they know how to contribute to children's learning journals and they share photographs and observations from home. Staff provide children with healthy and nutritious snacks, which children help to prepare. For example, children enjoy boiled eggs, bread and butter, cucumber and tomatoes. Staff support children well to become independent. For example, children pour their own drinks and wash their own cup, plate and cutlery. Staff demonstrate friendly behaviour. For example, they regularly reinforce positive language, such as 'please' and 'thank you'. Staff are positive role models and children's behaviour is good as a result. Children share and take their turns

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Outcomes for children are good

Children develop the skills needed for the next stage in their learning and for school, when the time comes. For example, they have access to the school facilities at lunchtime, and tactile displays help children become familiar with new teachers and the school uniform. Children select resources independently and make good progress with early writing. For example, older children know how to write their own names. Staff's secure knowledge of the learning and development requirements and of how to plan activities successfully extends children's learning.

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Setting details

Unique reference number 102837 Local authority Cornwall Inspection number 10060648 Type of provision Sessional day care

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childcare on non-domestic premises Age range of children 2 - 4 Total number of places 30 Number of children on roll 28 Name of registered person Padstow Pre-School Committee

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reference number

Date of previous inspection 27 April 2015 Telephone number 01841 533244

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reference number

Padstow Pre-School was established over 40 years ago and registered in 1991. It is managed by a voluntary committee and operates from purpose-built premises at Padstow Primary School. The pre-school is open from 8.30am to 3.30pm on Monday, Tuesday, Wednesday and Friday and from 8.30am to midday on Thursday. There are seven staff employed to work with the children, all of whom hold appropriate early years qualifications. The manager holds a degree-level qualification. The pre-school receives early education funding to provide free places for children aged two, three and four years.

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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.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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