Wiggleton's Woodland Pre-School

Inspection of Wiggleton's Woodland Pre-School Beans Covert, Branston, Burton-on-trent DE14 3HU

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

p.1

The provision is good

Children in this setting are happy, active and confident learners. Staff have a key focus on outdoor learning. Children demonstrate awe and wonder at the endless possibilities of discovery in the woodland area. They flourish in their physical skills as they climb, crawl, balance and swing. Children spontaneously initiate imaginative play. They search for 'The Gruffalo' in the adjacent wood, using pretend binoculars. They make food for a family of dinosaurs living close by. Children use their hands and other tools provided to dig in the earth to make potions of soil, leaves and twigs. Children are confident risk takers. They show confidence and control as they navigate large obstacles and equipment. Staff support children to take appropriate risks and have a go at trying things for themselves. This boosts children's self- esteem and promotes their independence.

p.2

The provision is good

Relationships within the setting are extremely positive. Staff are kind, attentive and nurturing. They offer warm and reassuring cuddles when children are upset. As a result, children quickly settle and re-engage in learning. Children of all ages play well together, sharing their resources and taking turns. They learn the fundamentals of team work as they negotiate situations for themselves. For example, they quickly realise that it requires two children to move a tyre. Children respond well to gentle reminders from staff about the setting's rules. This helps create a safe learning environment.

p.2

need to do better?

n The setting has developed a broad, child-centred curriculum. It aims to support children to know who they are, and what they enjoy doing. Children are confident learners. They choose where they want to play and show high levels of engagement. Staff skilfully support children in their play. They introduce mathematical language and concepts as they compare the size and weight of pumpkins. Children practise a range of skills in a well-resourced learning environment. n Support for communication and language is good. Staff enhance children's vocabulary by introducing them to new words, such as 'slimy' and 'gooey'. Children enjoy using their new words. For example, they run up and down shouting 'gooey, it's gooey'. Staff engage in children's play by listening, showing interest and asking open-ended questions. This encourages children's thinking and conversational skills. n Staff know the children they care for well. They monitor children's development

p.2

need to do better?

and plan a range of enjoyable and engaging activities to support and extend their learning. Staff are confident in planning for and reflecting on the learning outcomes for older children. However, staff do not fully consider how to adapt activities to maximise learning opportunities for younger children.

p.2

need to do better?

3 October 2024 n Partnerships with parents are good. Staff regularly update parents about key moments of their child's day. Termly progress reports ensure that parents are kept informed of their child's progress, development and current targets. Parents are highly complimentary of the setting and the staff. They comment that staff provide impeccable care in a loving and safe environment. Parents of children with special educational needs and/or disabilities (SEND) comment on how staff have supported their children to make good progress and achieve their personal goals. n Staff provide a routine for children throughout the day. Children know what happens before and after mealtimes and outdoor learning. They develop independence skills, such as putting on their own wellington boots and putting their coats away. However, periods of transition are not always well organised. Staff do not always plan how to effectively deploy themselves during some daily

p.2

need to do better?

transitions. As a result, children become preoccupied and forget the task at hand and sometimes get over excited. n Staff feel well supported and report high levels of well-being. Regular supervisions and debriefs allow a safe space for staff to hold professional discussions about their work. Staff are highly reflective of the setting. They talk passionately about future plans to enhance their provision to an even higher level. This helps to ensure good outcomes for all children. n Children learn about the world around them. Trips to the local library, parks and supermarkets help them to understand the community that they live in. Children learn about other religions and cultures through videos, books and planned activities. This supports children to learn about the diverse world around them.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

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

p.3

should:

n strengthen staff's skills to recognise when and how to adapt planned activities to maximise learning opportunities for younger children n review the organisation of transitions throughout the day to ensure that children receive consistent support and guidance to enable them to concentrate and follow instructions more precisely.

p.3

Setting details

Unique reference number 2683868 Local authority Staffordshire Inspection number 10365673 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

p.4

inspection

Total number of places 36 Number of children on roll 26 Name of registered person Morris, Nicole Bianca

p.4

reference number

Telephone number 07908851692 Date of previous inspection Not applicable

p.4

Information about this early years setting

Wiggelton's Woodland Pre-School registered in 2022. The pre-school employs three members of childcare staff. Of these, one holds an appropriate early years qualification at level 3, and two hold an appropriate qualification at level 2. The pre-school operates Monday to Friday from 8am until 3.30pm, term time only. The pre-school provides government funded education.

p.4

Inspection activities

n The manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n Children told the inspector about their friends and what they like to do when they are at pre-school. n The inspector talked to staff at appropriate times during the inspection and took account of their views. 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 carried out joint observations of group activities with the manager. n Parents shared their views of the setting with the inspector.

p.5

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.

p.5

Inspection activities

3 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6