Berrynarbor Pre-School

Inspection of Berrynarbor Pre-School Berrynarbor Pre School, Birdswell Lane, Berrynarbor, Ilfracombe EX34 9SF

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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 Requires improvement

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The provision is good

Staff provide a warm welcome to children as they enter the pre-school. They focus on building positive relationships with children and their families. New children benefit from high levels of attention and care that develops their confidence and feelings of being secure. They settle and quickly explore with independence and join others in their play. An effective key-person system is in place. Staff communicate regularly with colleagues and parents about children's progress. Parents are well informed about how they can help their child at home. Children benefit from rich interactions and adaptations from all staff during their play that meet their learning and development needs.

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The provision is good

Children understand the procedures within the pre-school. Staff gently remind children of the expectations, such as 'walking feet' and using 'kind hands'. They praise children for following the rules and showing kindness. Staff support children to resolve conflicts and teach them different ways that they can work out issues. Children are able to work together to find solutions to issues, such as both wanting the same toy. Children show high levels of positive behaviour and manners. For instance, they say 'please' and 'thank you' without being asked, and older children remind younger children of the rules.

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need to do better?

n Staff have a clear idea about what they want children to learn. They link planning to children's individual needs and next steps, as well as their interests. For example, they introduce a role-play laundry for children to learn about how to dress themselves following their love of dressing the toy babies. Children benefit from these experiences that encourage them to remain engaged and focused while learning key skills. n Staff regularly observe children to monitor their progress. They quickly identify gaps in learning and development and put interventions in place. For example, they have introduced visual aids alongside using words with children to support their speaking skills. Additionally, they work closely with parents and other professionals to provide the best possible learning and support. All children make strong progress at the pre-school. n Leaders monitor staff's practice and offer training and support. For example,

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need to do better?

they regularly observe staff's interactions with children and provide advice for how they could advance children's progress. Staff's ability to provide challenge and support to children has improved since the previous inspection. However, in some adult-led activities, staff offer ideas to stretch children's learning but do not explain what they mean. For example, they encourage children to make snakes with patterns but do not show children what this looks like. Therefore, children do not know what to do.

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need to do better?

31 January 2025 n Staff support children to make healthy choices. They work with parents to ensure that children have nutritional foods in their lunch boxes. They teach children about which foods give us energy and make us 'strong'. Children learn how to brush their teeth and how often this should be implemented to keep their teeth healthy. However, staff do not teach children about effective hygiene practices effectively. For example, staff do not explain to children about the importance of handwashing or how germs can make them poorly. Additionally, they do not explain to children why they should not eat food that has fallen onto the floor, only that they should not do it. n Staff build children's communication and language skills. They model how to pronounce new words and encourage children to have a go themselves. Children enjoy learning this new vocabulary and share these words with their friends. For

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need to do better?

example, they tell other children that in China people cook with 'woks'. Children are highly communicative and contribute to conversations. For instance, they talk about activities they do outside the setting, such as 'karate', and ask their friends questions about these. n Children are prepared for their next stages of learning and development, such as starting school. They learn key skills and knowledge to support later learning. For example, they are keen to compare sizes, count objects and work out simple mathematical problems independently. Children are interested to see letters and numbers, and they show excitement in finding the letters of their name. They develop a love of reading, choosing to retell stories and building the confidence to share these in small groups.

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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 help children to understand the learning intentions during adult-led activities, so they know what is expected of them n help children to understand how good hygiene practices benefit their health and independence in self-care.

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Setting details

Unique reference number 106297 Local authority Devon Inspection number 10349894 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 14 Number of children on roll 12 Name of registered person Berrynarbor Pre-School

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reference number

Telephone number 07932851052 Date of previous inspection 22 April 2024

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Information about this early years setting

Berrynarbor Pre-School registered in 1992 and is based in the village of Berrynarbor, North Devon. The pre-school is open from 8am to 4pm, Monday to Friday, term-time only. The pre-school employs five members of childcare staff. Of whom, all hold an early years qualification at level 3. The pre-school provides government funded places for childcare and receives specific funding for disadvantaged children.

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Inspection activities

n The inspector viewed the pre-school and discussed the safety and suitability of the premises. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want their children to learn. n Children told the inspector about their friends and what they like to do when they are at the pre-school. 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 and the manager 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 carried out a joint observation of an activity with the deputy manager. n The inspector spoke to several parents during the inspection and took account of their views.

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Inspection activities

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

31 January 2025 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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