The Willow Set Preschool

Inspection of The Willow Set Preschool Stoke St Gregory Primary School, Huntham Lane, Stoke St Gregory, TAUNTON, Somerset TA3 6EG

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Good Overall effectiveness at previous inspection Requires improvement

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The provision is good

Leaders demonstrate clear curriculum intentions, such as providing children with opportunities to develop their social skills, build relationships and become independent learners. Children gain the fundamental skills they need for future learning. Staff deliver a well-sequenced curriculum, helping to build on children's skills and knowledge as they move through the setting. Staff place toys purposefully to encourage babies to reach out, helping to develop their core muscles in preparation for crawling. Older children demonstrate excellent pencil control as they meticulously draw houses. This supports children's early writing skills. Staff model new language and pronounce words clearly for children to hear. For example, younger children explore sea animals and repeat 'great white shark'. Children are confident communicators. Outside, staff and children excitedly search for bugs and children say, 'The beetles have scuttled away.' Staff praise children for

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The provision is good

the 'lovely words' they use, building children's self-esteem and confidence. Children excitedly continue their learning independently as they mark off which bugs they find. This helps children to consolidate their learning. Children are motivated and curious learners.

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The provision is good

Leaders and staff have high expectations for behaviour and consistently model them. Children's behaviour is exemplary. Staff praise and encourage children and they excitedly anticipate 'trophy day'. Staff are nurturing and children display a high level of respect and support for each other. Children play collaboratively and show care towards babies as they gently stroke their heads. Children are well-mannered and listen attentively to instructions from staff.

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need to do better?

n Staff know the children well and use this information to plan fun and engaging activities for them. Staff plan group times, providing more focus on specific targets for children. However, there are some distractions during these times which, on occasion, make it more difficult for the children to settle and engage in their learning. This means they do not fully benefit from the intended learning outcomes. n Leaders and staff provide excellent support for children to begin to manage their emotions with compassion and empathy. For example, children use the 'colour monster' to choose how they are feeling and after follow-up discussions with staff they change this, saying, 'I'm green now, I'm happy.' Children feel heard and valued. n Staff place good focus on supporting children's literacy skills in preparation for school. Younger children explore sound as they happily sing and join in with actions. Older children begin to link initial sounds to words. For example, staff

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need to do better?

reiterate initial sounds of children's names and children have fun guessing the

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need to do better?

25 April 2025 name. Children enjoy choosing books from the 'lending library' and sharing these with parents at home. Children develop a love of books. n Children begin to learn about how to lead a healthy lifestyle. They enjoy cutting up their own healthy snacks, pouring their own drinks and growing vegetables in the 'potting shed'. Leaders and staff place focus on supporting children's physical development. For example, children have access to daily exercise and enjoy weekly visits from a sports coach, helping them to define their large-muscle skills. n The setting sits at the heart of the community. Leaders form strong bonds with the on-site school and seek rich opportunities for children to experience, such as visiting their allotment, egg shackling, bus rides and local walks. Children explore and celebrate local traditions, including the Glastonbury Festival and wassailing. Children develop a sense of togetherness through meaningful community

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need to do better?

engagement. n Leaders closely monitor staff performance through supervision and delegate well, empowering staff to mentor each other. This develops a positive team ethos. Leaders use training and self-reflection well to enhance areas of learning for children. For example, recent training on storytelling helps staff to further support children's imagination and listening skills. Staff report high levels of well- being and feel supported in their roles. n Parents speak highly of the setting and its staff team. They praise the dedication of staff and feel well informed about their child's day. Staff build strong partnerships with parents through events such as coffee mornings. Staff offer support and advice to parents, including around potty training and oral hygiene. This helps to provide continuity for children's learning at home.

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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 review the organisation of group times to minimise distraction, helping to further enhance children's attention and focus.

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Setting details

Unique reference number EY431515 Local authority Somerset Inspection number 10363505 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 24 Number of children on roll 113 Name of registered person The Willow Set Pre-School Committee

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reference number

Telephone number 01823 491 567 Date of previous inspection 1 August 2024

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Information about this early years setting

The Willow Set Preschool and Sun up/Sun down out-of-school club registered in 2011. It operates from purpose-built premises within the school grounds of Stoke St Gregory CofE Primary School, Stoke St Gregory, near Taunton, Somerset. The pre-school operates from 9am to 3pm for 50 weeks of the year. The Sun up/Sun down club is open from 7.30am to 9am and from 3pm to 6pm during term time, and all day in the school holidays. There are 11 members of staff and an administrator. The manager holds early years professional status. Eight staff are qualified at level 3 or above. One has a level 2 qualification and one member of staff is unqualified. The setting offers government-funded places.

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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 The inspector observed the quality of teaching and carried out a joint observation with the manager. n The inspector spoke to several parents and children during the inspection and took account of their views. n The inspector observed children's activities and staff teaching, indoors and outdoors. n The inspector spoke to staff at convenient times and assessed their safeguarding knowledge. n The special educational needs coordinator spoke to the inspector about how they support children with special educational needs and/or disabilities. n A meeting was held between the inspector and the manager to discuss leadership. 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

25 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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