Bodmin Pre School

Inspection of Bodmin Pre School Mary Kendall House, Priory Road, Bodmin, Cornwall PL31 2AE

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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 are happy, independent and thrive in this caring pre-school. Staff get to know the children and families well and build positive relationships. They gain a good understanding of children's individual needs, interests and stages of development to plan an effective curriculum for all. They inspire children's curiosity through challenges and effective interactions. For example, staff encourage children to think about and explore which toy spiders float and sink. Children are keen to problem-solve and share their thoughts. For instance, they are enthusiastic to test out their theory that the 'big' spiders will sink and 'small' will float. Children are highly motivated learners who lead their own play.

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The provision is good

Staff teach children to understand and recognise their emotions. They discuss positive ways to show these and how to communicate feelings. For instance, children learn the names for new emotions. Staff make links to feelings in books they are reading to the children and share ideas for what they can do if they, or someone else feels that way. Children show high levels of consideration. For example, when a children accidentally bumps their leg, they take a toy to them to make them happy.

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need to do better?

n Leaders have put effective observation and assessment procedures in place. Staff swiftly identify gaps in children's learning and development. They work closely with parents and other professionals to ensure that children with special educational needs and/or disabilities (SEND) are supported well. They use funding for disadvantaged children to meet to the individuals needs of the children. For instance, they use funding to increase the number of staff so children who need adult support can access high-quality learning opportunities. n Staff support children's ability to become confident communicators. Children learn how to build conversations through social interactions. For instance, staff sit with children for 'snack and chat' where they model how to start and continue discussions. They use visuals, objects and signing with children who are developing their speech and language skills. For example, during the snack

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need to do better?

times, they use pictures of foods so young children can communicate what they want and join in conversations. n Staff are positive role models for children. They demonstrate kindness to children through their interactions with them, parents and other staff. They support children to develop an understanding of positive interactions and the impact of their actions on others. For instance, children know that other children may feel sad if a toy is taken from them. However, staff do not always extend this further by supporting children to resolve conflicts for themselves independent of staff interventions.

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need to do better?

9 May 2025 n Staff help children to develop habits that promote their health. They teach children which foods are good for them and why they need to drink regularly. Children enjoy a variety of nutritional foods and parents know to provide healthy lunches. Children enjoy daily access to the fresh air and learn how exercise and movement makes us 'fit'. They enthusiastically join in 'healthy mover' activities that supports stamina, balance and strength. n Staff extend children's understanding of the wider world and their sense of place. They provide children with a range of experiences and opportunities that develop their knowledge of the local community. For instance, children interact with members in the local community, such as residents of nursing homes and the police. They celebrate the cultures of the children who attend. Children learn about the foods, houses and locations of different countries around the world.

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need to do better?

They learn how we can travel to these places and what they can do there. n Leaders and staff are focused on continual improvement. They share an ambitious vision for the pre-school and are proactive in making changes to the provision. For example, they have redesigned the outdoor area to provide more opportunities for physical play which has improved children's balance and co- ordination. n Staff take part in regular training that supports the individual needs of the children. For instance, they work alongside SEND specialists in the local school and use what they have learnt to provide effective learning for children. They consistently deliver high-quality care and learning opportunities that ensure good outcomes for children.

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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 teach children how to resolve conflicts for themselves to further support their social skills.

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Setting details

Unique reference number 102973 Local authority Cornwall Inspection number 10394501 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 26 Number of children on roll 37 Name of registered person Bodmin Pre School Committee

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reference number

Telephone number 01208 79825 Date of previous inspection 10 September 2019

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Information about this early years setting

Bodmin Pre School registered in 1972. The pre-school is open each weekday from 9am until 3pm, during term time only. There are five members of staff of whom two hold a qualification at level 6. Of the remaining staff, two hold a relevant early years qualification at level 3 and one is unqualified. The nursery offers government funded places for childcare and receives additional funding for disadvantaged children.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The special educational needs coordinator and inspector completed a learning walk together of all areas of the pre-school and discussed the early years curriculum. n Children communicated with the inspector during the inspection. 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 about the leadership and management of the setting. n The special educational needs coordinator spoke to the inspector about how they support children with special educational needs and/or disabilities. 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 joint observations of group activities with the deputy

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Inspection activities

manager. n The inspector spoke to several parents during the inspection and took account of their views. 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

9 May 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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