Swimbridge Pre School

Inspection of Swimbridge Pre School The Old School Room, Watergate, Swimbridge, Barnstaple, Devon EX32 0PR

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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 Good

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The provision is good

Children arrive at the pre-school with high energy and excitement. Staff have positive and friendly attachments with children. Staff's kind and caring approach towards every child makes them feel safe and secure.

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The provision is good

Leaders and staff provide a broad and well-balanced curriculum. The curriculum provides children with new experiences. For example, children learn about the life cycle of butterflies by observing caterpillars in the pre-school. Staff help children to understand what it is that caterpillars need to grow to become cocoons and then butterflies. Staff know the children well. They use this knowledge to plan activities to build on what children know and can do. This enables children to strengthen their knowledge, preparing them for their next stage in learning. Staff used recent learning about insects to implement into a play dough activity. Children immediately immerse themselves using the bug cutters and develop their fine motor skills, while learning new vocabulary, such as 'antenna'.

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The provision is good

Staff have high expectations for behaviour. Children are reminded of the pre-school golden rules, for example taking turns and using their 'listening ears'. Children behave well. They help sweep up the sand outside. Staff praise this, encouraging positive behaviour. Staff help children self-regulate when they become unsettled. Staff support them to understand about emotions through visual cards.

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need to do better?

n There is a strong key-person system in place that helps staff to build positive partnerships with parents from the start. Staff gather information from parents about their child's likes and dislikes. They organise and plan settling-in sessions to meet each child's individual needs. Staff provide ideas on continuing the learning in the home for parents. This helps to boost children's sense of security and children build close relationships with their key person. n Children develop an understanding of their community and wider world. They go on outings in the local village with staff, for example, to visit the local church. Children take part in celebrations such as Easter and take regular visits to visit the elderly members of the community. They learn that people have different needs. Staff teach children to understand how to keep themselves safe while walking to public spaces. n Staff arrange the environment based on children's interests. Children confidently

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need to do better?

self-select resources and join with activities organised by staff. However, on occasions, staff are not aware of when children are losing concentration. Staff miss opportunities to extend and challenge learning further, resulting in some children showing lower levels of engagement. For example, children walk around the table in circles, with no purpose or focus.

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need to do better?

24 April 2024 n Staff promote children's independence skills. They encourage children to take care of their needs. For example, children know to wipe their noses and wash their hands with soap. Children make choices about the food and drink they want at snack time. They skilfully use jugs to pour their own drinks. n Staff have clear expectations for behaviour and set boundaries with children. Staff support children who struggle with regulating their behaviour. For example, they use a visual timer to encourage children to take turns. This contributes positively towards children's good behaviour. Staff recognise children's achievements and offer praise and encouragement. This builds children's confidence and self-esteem. n The manager creates a professional and supportive environment for staff. She reflects on the service they provide for the children and families. The manager and staff undertake regular training and professional development opportunities,

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need to do better?

extending and building their own knowledge. Staff benefit from regular supervision meetings. Managers monitor staff practice and provide ideas to help them improve. Staff comment they feel well supported and valued. n Children with special educational needs and/or disabilities (SEND) receive dedicated support. The special educational needs coordinator (SENCo) works closely with parents and other professionals and has a good knowledge of the referral process. They ensure children have a positive experience. Children are well supported and enjoy their play and learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n develop the way staff differentiate activities, to help provide further challenge to support all children to extend their learning further.

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Setting details

Unique reference number 106381 Local authority Devon Inspection number 10335399 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

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inspection

Total number of places 14 Number of children on roll 15 Name of registered person Swimbridge Pre-School Committee

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reference number

Telephone number 01271 830357 Date of previous inspection 14 June 2018

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Information about this early years setting

Swimbridge Pre School registered in 1993. The setting operates from 9am until 3pm on Tuesdays, 9am until midday on Wednesdays and 9am until 3pm on Fridays. term time only. The pre-school receives funding to provide free early education for children aged two, three and four years. There are three members of staff who work with children. All have appropriate childcare qualifications at level 3. The manager holds qualified teacher status.

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Inspection activities

n This was the first routine inspection the setting received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the setting and has taken that into account in their evaluation of the setting. n The inspector carried out a learning walk with the manager to understand how they deliver the curriculum. n The inspector talked to the SENCo about how they support children with SEND. n The opinions and views of parents were considered during the inspection. n The inspector reviewed a sample of documentation during the inspection, including staff suitability checks and first-aid certificates. n The inspector observed the quality of education through observations and evaluated the impact it has on children's learning. n A joint observation was carried out with the manager. n The inspector talked to staff at appropriate times during the inspection and took account of their views.

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Inspection activities

n The inspector spoke with the leaders about the leadership and management of the setting.

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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

24 April 2024 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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