Tregadillett Pre-School

Inspection of Tregadillett Pre-School Tregadillett Community Hall, Tregadillett, Launceston PL15 7EU

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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 are happy and feel secure at this nurturing pre-school. Staff form secure and friendly relationships with children and are kind and considerate role models. They gently guide children to share and take turns as they cooperate during play. Staff frequently praise children and encourage their self-esteem, and children develop positive attitudes to learning.

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The provision is good

The provider and staff plan a balanced curriculum with a focus on supporting children's communication and language skills. Staff are clear about what they want children to learn next. They get to know children well and find out about what interests and inspires them. Children make good progress due to the careful way staff help them to build on their achievements. For example, staff regularly provide sensory activities such as play dough. Children roll and form the materials to create imaginative models, building their manipulative skills and individual creativity.

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The provision is good

Parents comment that their children love the opportunities they have for playing outdoors. For example, children have been visiting local woodland and watching how trees change according to the seasons of the year. Children enjoy fresh air and being physically active. They are delighted to splash in puddles and show pride when they manage to jump higher, making an even bigger splash.

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need to do better?

n Parents speak highly of the pre-school and the good communication they have with staff about children's progress. For example, staff are always available when parents drop children off to talk about how children are feeling that day. When they pick children up, staff are there to talk about activities children have enjoyed. This supports a consistent approach to children's learning and supports their good health and emotional well-being. n Staff are knowledgeable and skilful in supporting children to gain good speech and language skills. Children become captivated as staff read familiar stories, such as 'Goldilocks and the Three Bears'. Staff introduce a rich range of interesting new words and provide exciting opportunities for children to re-enact the story. Staff expertly join in with children's pretend play, encouraging them to 'feed' teddy bears with porridge oats. Children use mathematical language to

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need to do better?

describe the different-sized bowls as they pretend to try the porridge and enthusiastically exclaim, 'This one is just right!' n The provider is ambitious for the pre-school and has a clear vision of how to move forward. They consult staff, parents and children about potential changes and improvements. Staff comment that they love working at the pre-school and feel valued and supported by the provider. Staff are able to develop their practice further through attending training, for example. Recent training has

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need to do better?

9 October 2024 enhanced their understanding of how to support children's emotional well-being throughout the pre-school. n Overall, staff interact positively to support children's learning throughout the pre- school. They follow children's lead in play and help to develop their interests and curiosity. Occasionally, staff miss chances to encourage children to express their ideas and thoughts to deepen their knowledge and understanding. n The provider and staff aim for children to gain independence and provide encouragement to children to get ready for going outside, for example. However, staff do not consistently give children responsibility for carrying out the small tasks that they are capable of to develop their independence even further. n The provider and staff monitor children's development thoroughly to promptly notice any gaps in their learning. When children need extra help, staff plan tailored and effective support so they can make the progress they are capable

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need to do better?

of. Staff liaise with other professionals when necessary and provide valuable advice to parents. n There are very effective links with local schools. The provider seeks out every opportunity for children to become familiar with school life. For example, children enjoy outdoor learning sessions at the school and get to know the staff and environment. These sessions are popular with children and parents, who comment that they support children to move on to school with confidence and self-assurance.

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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 extend opportunities for children to become even more independent and confident in their own abilities n coach and monitor staff to develop their interactions with children to a consistently high level throughout the pre-school.

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Setting details

Unique reference number EY239307 Local authority Cornwall Inspection number 10364136 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 Full day care

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inspection

Total number of places 19 Number of children on roll 14

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Name of registered person

Tregadillett Under Fives Pre-School Playgroup Committee

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reference number

Telephone number 07704159068 Date of previous inspection 28 January 2019

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Information about this early years setting

Tregadillet Pre-School registered in 1972. It is based in Tregadillet Community Centre near Launceston, Cornwall. It is open from 9am to 3pm, Monday to Friday, during school term times. The pre-school provides funded early education for children aged two, three and four years. It employs six members of staff to work with children. Two members of staff have level 6 qualifications, three have level 3 qualifications and there is an apprentice.

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Inspection activities

n The provider joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n The inspector spoke to children to find out about their time at the setting. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector spoke with the nominated individual about the leadership and management of the setting. n The inspector carried out a joint observation with the provider. n Parents shared their views of the setting with the inspector. n The provider showed the inspector documentation to demonstrate the suitability of staff.

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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

9 October 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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