Woodmancote Preschool CIC

Inspection of Woodmancote Preschool CIC Woodmancote Village Hall, Bushcombe Close, Woodmancote, Cheltenham GL52 9HX

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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 Not applicable

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The provision is good

All children thrive at this pre-school and are motivated to learn. Staff implement an effective curriculum and provide very good support to help prepare children for the move on to school. Children have excellent relationships with the staff, who show genuine warmth and kindness to them. Children are settled, happy and gain great confidence. They welcome visitors and chat avidly about what they are doing. For example, they tell visitors about their families and activities they enjoy. They describe how they constructed a telescope with downpipe and encourage the visitors to look through and ask if they can see any birds.

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The provision is good

The children of different ages play well together and develop strong friendships. They learn behavioural expectations. For example, at their forest base camp, staff ask children to remind the puppets, 'Bertie Badger' and 'Forest Fred', of the outdoor safety rules. Children know not to pick anything alive and growing, as 'the plants might die' and not to eat anything as it 'might make you sick'. They describe how to point sticks down and if they are longer than their arms, they must drag them to ensure their safety. Staff model good manners, foster children's self- esteem and support children to develop independence and confident social skills. Staff know instinctively when children need extra help to deal with their feelings and frustrations and provide just the right support to foster their learning and independence.

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need to do better?

n Staff know children's individual needs, interests and abilities and have a good overview of where each child is in their learning. The curriculum takes good account of what each child needs to learn next. Staff instinctively offer the encouragement and challenge that children need to extend their learning. Staff know when to play an active role in children's learning and when to stand back and let them play freely. n Staff instinctively challenge children to develop their language and thinking. They skilfully introduce new words and ask questions to promote conversations. They encourage children to describe observations, what they are doing and to recall past experiences. They use songs and books to further promote children's language skills. For example, they encourage children not only to talk about the flowers in illustrations but also to discuss plant growth. Children describe how flowers produce nectar for insects. Staff use sign language routinely to help

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need to do better?

children who find verbal communication more difficult. All children learn basic signs, for example, to ask for milk or water to drink. n Children enthusiastically explore and investigate. They develop their agility as they run around the forest area and climb trees. Children use their large and small muscles as they carry sticks and logs, and dig and fill containers with soil.

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need to do better?

8 April 2025 Staff teach children how to use tools safely. Children learn to put on protective goggles and gloves before hammering nails into a log, with control and great gusto. n Children gain an understanding of the world. Staff encourage children to observe outdoors and learn about nature. For example, children go in search of flowers and leaves that are pictured on reference cards and excitedly spot daisies and daffodils. They also recall seeing snowdrops in the past. Staff plan some experiences that introduce children to cultural celebrations they can relate to. However, the curriculum does not actively help children to gain a greater understanding of families and communities beyond their own. n Staff actively develop children's mathematical awareness using every opportunity to increase children's counting skills, number recognition and concepts such as size, shape and weight. They help children to solve problems. For example, they

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need to do better?

ask pertinent questions to help children to find ways to support sticks to create a 'tent' they want to make. Children work together to angle sticks against a tree and then have fun playing inside the tent. n The managers and staff actively evaluate the effectiveness of the provision and use training to enhance their teaching skills. They use funding effectively to broaden children's learning. For example, they recently purchased extra small- world figures to encourage quieter children to play imaginatively with others, and this has improved children's social skills. n Staff work highly successfully in partnership with parents, and they describe staff as 'great, friendly and very supportive'. They say staff keep them well informed about their children's experiences and attribute their children's increased confidence and all-round progress to the support the children receive from staff.

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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 gain a greater understanding of families and communities beyond their own.

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Setting details

Unique reference number 2713690 Local authority Gloucestershire Inspection number 10380607 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

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inspection

Total number of places 42 Number of children on roll 22 Name of registered person Woodmancote Preschool CIC

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reference number

Telephone number 07593254049 Date of previous inspection Not applicable

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Information about this early years setting

Woodmancote Preschool CIC registered in December 2022. It opens during school term times, Monday to Friday, from 8.15am to 3.30pm. There are six members of childcare staff. Of whom, one holds early years professional status, four hold level 3 childcare qualifications and one has a relevant level 2 qualification. Three of the staff team have completed Forest School Leader qualifications. The pre-school provides government funded childcare places.

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Inspection activities

n One of the managers joined the inspector on a learning walk and discussed their early years foundation stage curriculum and how the pre-school operates. n The inspector observed the interactions between the staff and the children. She observed the quality of education being provided for all children, both indoors and outdoors. n The inspector and the manager evaluated the effectiveness of a forest activity. n The inspector spoke to staff and the children at appropriate times during the inspection. n The inspector spoke to some parents during the inspection and took account of their views. n The inspector spoke with the managers about the leadership and management of the provision. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the setting.

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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

8 April 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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