St Eval Pre-School

Inspection of St Eval Pre-School Lincoln Row, St Eval, Wadebridge, Cornwall PL27 7TR

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Inadequate

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The provision is good

Children enter the setting confidently. They know the routine and follow instructions well. Children hang their coats and bags up and find their names to register themselves present. They are kind and say 'please' and 'thank you' to each other. Children feel safe. They show this as they happily play alongside staff, who know them and their families well.

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The provision is good

Children learn about what makes them unique. They know they are important. Staff ask children about their experiences outside of the setting. Children tell staff about a long journey they went on in a car. Staff expand on this information and recall what they did. They talk about how long it took to get there, developing children's understanding of time.

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The provision is good

Staff collaborate with parents to establish children's starting points when they first enrol. Staff know what they want children to learn and what they need to do next. They share children's next steps of development with parents and review these regularly. Staff implement a well-designed curriculum based on the children's interests. For example, children are due to have their hair cut, so staff set up a hairdressing salon. Children pretend to cut each other's hair and look in the mirror. Staff help children to know what to expect when they have their first haircut.

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need to do better?

n Staff teach children independence skills effectively. For example, children go to the bathroom and wash their hands before snack time. Staff give them a gold star to confirm that their hands are clean. Children collect a cup and spoon, choose their cereal and pour their own milk. Staff praise the children for being independent and for their 'good work'. n Children broaden their knowledge and understanding of mathematical concepts well. They scoop and fill cups up with sand. Staff ask them, 'How many cups will fill up the pot?' Children estimate and guess. saying, 'three cups'. Staff count aloud alongside the children while they do this. Staff extend this act for slightly older children. They ask them to fill a slim, tall tube. This offers them challenge, and they begin to learn about capacity. Children have a positive attitude to learning. n Children develop their overall physical development. They practise their

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need to do better?

balancing skills as they walk on small crates outside. Children are resilient. For example, if children fall, they quickly get back up and try again. Staff help them to gain the confidence they need and hold their hand as they walk on the crates. Children feel a great sense of pride when they master it without help from staff. This boosts their self-esteem. n Staff support children with special educational needs and/or disabilities to make

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need to do better?

4 October 2023 progress. They use strategies such as visual cards to help children to communicate. This helps children to ask for things and to know what is coming next. Staff share these strategies with parents. Parents value the support and advice they receive from staff on how to support their children's learning and development at home. n Children play a listening game. Staff hide items in a box and ask the children to listen to the sound each item makes. Children enjoy the game. However, some children struggle to fully listen because of distractions. For example, staff read stories to other children nearby while they are trying to listen. Staff do not always organise activities to minimise distractions to enable children to develop their listening skills further. n Staff play alongside children with dinosaurs and look at insects through a magnifying glass. Although children engage, staff do not strengthen children's

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need to do better?

communication and language skills effectively. For example, staff ask children questions one after the other. Staff do not always give children sufficient time to process their thoughts and respond before asking another question. n Leaders work in close partnership with the local primary school. For example, during the summer term, children visit the school and have lunch in the canteen. This eases the transition many of the children will make and helps prepare them for their next stage in education.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders have made significant improvements since the last inspection. Staff monitor and manage existing injuries effectively to help keep children safe. Staff know the signs and symptoms of possible abuse or neglect. They know which external agencies to contact should they have a concern about a child's welfare or a member of staff. Staff teach children how to manage their own safety. For example, staff talk about what may happen while pushing a tyre swing outside. Children identify potential risks. They tell staff they will 'not push it too far' in case one of their friends walks in front of it.

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should:

n organise children's activities effectively to minimise distractions and enable children to develop their listening skills further n support children's communication and language skills further by, for example, giving them sufficient time to process their thoughts and respond to questions.

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Setting details

Unique reference number 102862 Local authority Cornwall Inspection number 10299097 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Sessional day care

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inspection

Total number of places 16 Number of children on roll 29 Name of registered person St Eval Pre-School Playgroup Committee

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reference number

Telephone number 01841 540076 Date of previous inspection 15 May 2023

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Information about this early years setting

St Eval Pre-School is a committee-run group which registered in 1991. It operates from a purpose-built building in the village of St Eval, Cornwall. The pre-school operates during term time only and is open each weekday, from 9am to 3pm. The setting is in receipt of funding to provide free early education for children aged two, three and four years. There are seven members of staff, including the manager. Of these, one holds a qualification at level 4, four hold qualifications at level 3 and one is unqualified. The manager holds a degree qualification at level 6.

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Inspection activities

n The inspector discussed any continued impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The deputy manager, manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n Children communicated with the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector carried out a joint observation of a communication and language activity with the manager. n The inspector spoke to several parents during the inspection and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

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Inspection activities

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.

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Inspection activities

4 October 2023 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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