White Rock Pre-school

Inspection of White Rock Pre-school Hookhills Community Centre, Freshwater Drive, Paignton, Devon TQ4 7SB

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Overall effectiveness Outstanding

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

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The provision is outstanding

Children are incredibly happy in the setting. They separate easily from carers and settle quickly. Children eagerly join in activities, for example early morning movement activities and story times. They participate enthusiastically in small groups, where they learn to work with others and develop different skills, for example language skills by singing different action songs and early scientific knowledge as they explore floating and sinking.

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The provision is outstanding

Dedicated staff create a calm, purposeful and dynamic learning environment in which children thrive. Staff plan a broad and rich curriculum that enables children to follow their interests and develop their knowledge and skills. For example, children explore forces with cars, tubes and ramps. They use large tyres and chairs to create vehicles and tell their own stories, developing their imaginative skills. Children are highly motivated and have an extremely positive attitude to their learning. They are completely absorbed in what they are doing. For example, young children play with the doll's house, telling their own stories, and build elaborate models with connecting bricks. Staff encourage children to problem- solve, persisting at tasks even when they find them difficult. For example, when children struggle to attach wings to their model aeroplanes, staff encourage them to explore different ways to join the materials. Children demonstrate self-

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The provision is outstanding

confidence. They show immense pride in their achievements, rushing to show staff the things they have made.

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The provision is outstanding

Staff create warm, responsive relationships with all children and interact with them with sensitivity. The strong key-worker system enables staff to provide individualised education for every child. Parents are delighted with the support that they and their children receive.

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need to do better?

n Managers plan an ambitious curriculum that meets the needs of all learners. This builds on what children know and can do and is carefully sequenced to support children's continuous progress. It enables children to revisit prior learning and develop their knowledge and skills over time. Staff have a deep understanding of child development and know the children extremely well. They expertly adapt the curriculum to meet the needs of each child. n The curriculum provides children with a rich and diverse range of learning experiences based on themes. For example, children enjoy a visit from a paramedic and explore how to use a stethoscope and how to apply bandages. Children learn about plant growth through a community gardening project. Staff present learning to children in an authentic and meaningful way, and children are highly engaged.

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need to do better?

14 May 2024 n Staff expertly support children in their play. They skilfully use their knowledge of children to support learning. For example, through a play dough activity, staff support some children to develop fine motor skills and others to count consistently. While outside rolling tyres, staff work with children to create a number line, and together they measure how far the tyres roll. High-quality teaching enables children to progress rapidly. n Staff support children's language development across the curriculum. They introduce new vocabulary and frequently extend children's sentences in play and while reading stories, for example introducing the term 'space buggy' during a construction activity. Staff have included a wealth of material in the environment to support language and early literacy skills. Children have a wide vocabulary and are confident communicators. n Staff expertly teach children to understand their emotions and those of others.

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need to do better?

They frequently name children's emotions and consistently help children to resolve conflicts by understanding the impact their behaviour has on others. This helps children to be respectful of and have empathy for others. n Staff skilfully teach children number concepts in play and through planned activities. Young children count, consistently developing these skills through songs and in play. Older children measure accurately, using rulers and identifying numbers beyond 10. Children have an exceptional understanding of number. n Staff ensure they have the same ambitions for all children. They have comprehensive systems to identify children who have specific learning needs. They implement highly effective strategies and work collaboratively and proactively with parents and outside agencies to ensure that all children make the best possible progress. n Transitions are exceptionally well managed. When children start pre-school, staff

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need to do better?

and families establish positive relationships very quickly. Staff prepare children for school extremely well. They take into account the emotional and learning needs of each child. Children demonstrate security and high levels of well-being. n Leaders are committed to the continuous improvement of practice at the pre- school. They provide excellent mentorship and opportunities for staff to attend training that is targeted to the needs of children. The staff team works collaboratively to implement new strategies and approaches. This has had a positive impact on children's language development, imaginative play and social skills.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The arrangements for safeguarding are effective. There is an open and positive culture around safeguarding that puts children's interests first.

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Setting details

Unique reference number 139447 Local authority Torbay Inspection number 10339256 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 22 Number of children on roll 38 Name of registered person White Rock Pre-School Committee

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reference number

Telephone number 01803845989 Date of previous inspection 6 July 2018

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Information about this early years setting

White Rock Pre-School registered in 1992. The pre-school is open between 9am and 3pm, Monday to Friday, during term time only. It receives funding for the provision of free early education for two-, three- and four-year-old children. There are nine members of staff, all of whom hold appropriate childcare qualifications from levels 3 to 5.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The manager and inspector completed a learning walk together of all areas of the pre-school and discussed the early years curriculum. n Staff spoke to the inspector about children's learning and development, with a particular focus on individual children's progress and their next steps. n The inspector spoke with the nominated individual/registered individual about the leadership and management of the setting. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector observed the interactions between staff and children. n The manager carried out a joint observation with the inspector.

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Inspection activities

n The inspector spoke to several parents during the inspection and took account of their views.

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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

14 May 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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