Widecombe Pre-school

Inspection of Widecombe Pre-school Church House, Widecombe-in-the-Moor, Newton Abbot, Devon TQ13 7TB

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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 have fun in this inviting pre-school, and staff warmly welcome them. Staff provide clear routines. For example, when children enter the pre-school, they place their lunch boxes in the designated box. They then find their name on the log slices, hanging them up to self-register. They cheerily wave goodbye to their parents and go with staff upstairs to hang up their coats and wash their hands for breakfast. Children find their name cards on the table and enjoy toast with their peers. Staff talk to children about the home-made bread, jams and honey. Children benefit from the social interactions and confidently talk about their own experiences.

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The provision is good

Staff plan their curriculum well and know what they want children to learn. Younger children develop their language skills using two to three words to communicate their needs. Older children speak confidently in full sentences. Staff extend children's vocabulary and talk to them about what words mean, such as 'massive' is similar to 'big'. They also introduce new words, including 'overflowing', when children play with water and place too much in their bottles.

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The provision is good

Children play cooperatively and staff help them to understand what is happening. For example, staff gently say children's names and make eye contact before giving them an instruction, such as 'It is tidy-up time'. Children listen and respond, working together as a team to put all the toys away.

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need to do better?

n Children develop their physical skills well. They manoeuvre ride-on tractors with skill, negotiating space effectively, and reverse their toy trailer into designated spaces. Children talk about the different types of tractors and their colours, such as red or green. n The pre-school has strong links with the local community. The public house opposite has recently raised money for the pre-school to purchase new equipment, and children visit the café opposite on special occasions for a hot chocolate. Members of the community offer various materials, such as wooden pallets, which are then used by the pre-school. For example, staff attach hooks to the pallets and hang pots and pans from them to enable children to make music using household items. n Staff have implemented new ideas in the pre-school, such as a vegetable and sensory garden. Children learn how to grow garlic, beans, small pumpkins, soft fruit and herbs. They harvest these together and use them in various cooking

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need to do better?

and baking activities. Children develop an awareness of where food comes from and how ingredients can be used. For example, children cooked quesadillas over an open fire.

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need to do better?

28 March 2025 n Overall, staff focus on what children need to learn next. For instance, they encourage children to make marks in clay using various items, including hinges, bolts and metal springs. Children talk about how the hinges make small circles. Staff encourage children to manipulate the clay to help strengthen their finger and hand muscles in preparation for early writing. Staff support younger children and those new to the setting well. However, occasionally, the implementation of the curriculum for older and more confident children is not consistent to help build on what they already know and can do. n Children spend one day a week in the 'Outdoor Classroom'. Here, children enjoy playing in the fresh air to benefit their health. They learn about nature and develop a good understanding of the world around them. Staff help them to develop an awareness of risk. For example, staff create a boundary around the

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need to do better?

firepit using large logs. They teach children about not crossing the boundary at any time to ensure their safety. n The pre-school has formed close partnerships with parents and the nearby school. Regular information is shared to provide a consistent two-way approach to children's development. Parents comment on how much their children enjoy attending and on their continual progress. Staff invite parents and Reception teachers into the pre-school to engage with children and to be part of their educational journey. n Children benefit from extra-curricular activities, including yoga. They enjoy dancing to Irish music and, when the music stops, staff encourage them to make a 'tree pose', standing on one leg with arms in the air. All children attempt this well with plenty of giggles. Staff help younger ones by enabling them to place one foot on top of the other to make it easier for them to balance.

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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 monitor and implement the curriculum more effectively for older and more confident children to build consistently on what they already know and can do.

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Setting details

Unique reference number 106280 Local authority Devon Inspection number 10394772 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 18 Number of children on roll 12 Name of registered person Widecombe Pre-School Committee

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reference number

Telephone number 01364 621273 Date of previous inspection 25 September 2019

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Information about this early years setting

Widecombe Pre-school registered in 2000 and is situated in the centre of the rural village of Widecombe-in-the-Moor, located in Dartmoor. The pre-school is open term time only. On Tuesday and Friday it is open from 9.15am to 3pm. On Wednesday it is open from 9.15am to 1pm. The pre-school employs three members of staff. The manager holds a level 3 qualification, one member of staff has qualified teacher status and one staff member is a qualified social worker. The pre- school provides government funded places for childcare and also receives specific funding for disadvantaged children.

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Inspection activities

n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n Children spoke with the inspector during the inspection. 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 the children. n The manager and the inspector carried out a joint observation during outdoor play. n Parents shared their views of the pre-school with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in 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

28 March 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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