Winterslow Pre-School

Inspection of Winterslow Pre-School Winterslow Village Hall, Middleton Road, Salisbury, Wiltshire SP5 1PQ

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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 flourish as they eagerly demonstrate what they learn, applying this through their play. For example, children wear toy glasses and add different- coloured lenses. They share their knowledge with others to help them mix primary colours together to make other colours. Staff consistently notice children's learning and build on what they know and can do. During group sessions, staff build on colour mixing with children and introduce shades to change colours. They do this in engaging and exciting ways, such as moulding dough colours together. Children enthusiastically test out their new learning to develop their understanding as they experiment.

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The provision is good

Leaders adopt a curriculum to help staff deliver the unique experiences children need to learn and develop well. Staff dedicate their time playing with children and follow children's lead to guide them in their imaginative play. For instance, children wrap staff in bandages and role play vets and doctors. Staff build on the information children need to understand different experiences and occupations as they play. In addition, staff utilise structured activities in their routines to deliver small interventions for communication and language. This helps children to make progress in their developmental milestones.

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The provision is good

Children feel safe and secure. Throughout the day, they happily explore, learn and develop. Most children feel confident to ask for help and seek out staff to play, share ideas and experiences. Children have positive behaviour and attitudes.

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need to do better?

n Leaders demonstrate a clear vision for the setting. They work well together to keep children safe and help them to gain the knowledge and skills they need to be ready for their next stage. For example, leaders use local data and information from schools to help shape their curriculum. Furthermore, they work closely with staff to accurately assess children's starting points and work with them to help build on what children need to learn and experience next. This helps staff to be alert to children's wider experiences, which helps them to deliver targeted support for each child. n Children routinely explore the outdoor space to help them develop a range of skills to support their physical development. Staff expertly dive into children's play outside, helping them to be active. Children enjoy climbing up the bank and moving in a variety of ways. Staff's positive reinforcement motivates children to try new things, helping to develop their self-esteem.

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need to do better?

n Children enjoy listening to a variety of stories with staff. They feel comfortable to request their favourite stories and point to pages that interest them. Staff respond in a caring manner, helping children to understand the beginning,

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need to do better?

12 February 2025 middle and end of the story. They pause to ask what children think about how a character is feeling to develop their literacy skills. n Children develop their understanding of the world using a map of their local area. Staff help children to locate places that are important to them, such as their family home and local park. Children develop a sense of belonging and build on what they already know about their community. n Staff engage children in daily routines, such as cutting the fruit for snack. Children enjoy exploring the different fruits on offer and following instructions on how to prepare each one. They then get the table ready for their friends. This helps children to take responsibility for small tasks and feel proud of their achievements. n Children develop strong relationships with staff. Parents comment on the positive relationships children have with their key person. However, when children's key

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need to do better?

persons are not available or scheduled to be present, this has an impact on some children's confidence to make relationships and engage in their play with others. n Children follow routines well at lunchtimes. They carefully find their name cards and sit quietly at the table. Staff deployment reduces at this time of day, which reduces meaningful conversations and the quality of interactions with the children. For example, the few staff who remain spend their time completing tasks, such as answering the door, finding coats and helping in the bathroom. This takes staff away from the children at the table.

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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 key-person system more precisely to ensure children receive the support they need to develop their confidence to make relationships and engage in their play with others n strengthen routines at lunchtime to ensure staff are deployed effectively to further develop children's communication and language skills.

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Setting details

Unique reference number 145965 Local authority Wiltshire Inspection number 10375978 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 20 Number of children on roll 22

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Name of registered person

Winterslow Pre-School And Toddler Group Committee

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reference number

Telephone number 01980 863337 Date of previous inspection 13 May 2019

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Information about this early years setting

Winterslow Pre-School registered in 2001. It is located in the village of Winterslow, Wiltshire. The pre-school is open during term time only from 8am until 6pm. The setting offers government funded places for childcare and receives specific funding for disadvantaged children. The pre-school employs seven members of staff, five of whom hold relevant childcare qualifications from level 3 to level 6.

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Inspection activities

n The manager and the inspector completed a learning walk together of all areas of the pre-school and discussed the early years curriculum. 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 and the manager carried out a joint observation of a group activity. n Parents shared their views of the nursery with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff and the committee of the pre-school.

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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

12 February 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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