Ponsanooth Pre School

Inspection of Ponsanooth Pre School The Cabin, Ponsanooth Playing Field, Ponsvale, Ponsanooth, TRURO, Cornwall TR3 7RQ

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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

Staff welcome each child individually as they arrive at pre-school and ensure key information is gained from parents and carers. This supports a smooth transition and helps children enter pre-school happy and ready to learn. Children settle quickly and engage in activities of their choosing. They are excited to select from a range of resources that support them to develop and explore their own ideas. For example, children enjoy playing with caterpillar life cycle models and finding them in a story book. They then search for another butterfly story and compare the colour of butterflies in each book.

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The provision is good

Children enjoy a curriculum rooted in active learning. They have opportunities to explore and care for nature, and benefit from frequent interactions with staff that promote confidence, and curiosity. Staff form strong bonds with children. Staff know children's characters well, and support independence to flourish. Children are well behaved. Younger children learn to say please and thank you, and older children share well and take turns without support. Staff have high expectations of children and support them to persevere before offering help. This prepares children for future learning. They develop resilience to face new challenges and a self-belief they will succeed.

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need to do better?

n Children experience a curriculum which they clearly enjoy and they are motivated, engaged learners. However, staff do not extend the curriculum to ensure all areas of learning are comprehensively developed and targeted teaching does not support optimal progress. n Children engage in exciting activities, which help them connect with nature and develop a deeper understanding of the world. For example, they water seedlings they planted and proudly tell visitors that some will be strawberries and some will be carrots. Children explain it will take time before they grow big and strong, and that they need water and sunshine to grow. n Children develop their imaginations as they create from play dough. They make flowers and butterflies. Staff maximise opportunities to engage children in conversation as they play. They encourage children to think about and describe what they are making. Staff help children revisit prior learning. For example, as

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need to do better?

children make caterpillars, staff discuss features of the insects. They discuss previous observations of the pre-school caterpillars before they formed cocoons. n Staff use language well to extend children's vocabulary. For example, they introduce words such as measure, pour and equal as children enjoy creating biscuits for their friends. Children confidently and successfully share their ideas, as they recall ingredients needed for the recipe. n As the morning ends and children prepare for lunchtime, staff do not support all

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need to do better?

13 May 2025 children to transition well. Most children excitedly discuss what they have in their lunch boxes. However, a few children find the sudden ending of an activity challenging to manage and this impacts on their ability to fully participate in a settled, social mealtime. n Children develop a love of books and stories. They listen well to a story at group time and join in with repeated phrases. Staff speak with children about their favourite stories and children enjoy discussing their favourite authors and delight as they exclaim confidently 'rhyming stories are the best'. n Partnerships with parents are effective. Parents value the strong bonds staff form with children, and many speak of their children's wishes to attend pre- school every day. Parents appreciate the communication they receive daily, informing them of activities enjoyed and skills developed. n Pre-school staff have effective relationships with the local primary school and

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need to do better?

information sharing processes are embedded that successfully support smooth transitions. When children attend multiple pre-school settings, staff do not liaise with other providers to ensure a shared understanding is formed of how best to support progress and continuity in care. n The managers provide strong leadership. They lead with consistency and recognise the impact of modelling best practice. Managers support staff to regularly reflect on their practice and identify areas for development. Staff feel well supported. Professional development opportunities are targeted to support all members of staff to be knowledgeable and skilled in their roles, and best support learning and development of all children. For example, training has recently been completed to boost children's language skills and there are plans to swiftly implement this.

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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 liaise with other settings children attend to support consistency in children's care, development and progress n extend the curriculum to ensure all areas of learning are comprehensively developed and targeted teaching helps children to make the best optimal progress n enhance strategies for supporting children's emotional regulation and help them fully engage with learning opportunities.

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Setting details

Unique reference number EY383437 Local authority Cornwall Inspection number 10398191 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 67 Name of registered person Ponsanooth Pre-School Playgroup Committee

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reference number

Telephone number 01872 870509 Date of previous inspection 8 October 2019

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Information about this early years setting

Ponsanooth Pre School is a committee-run group that registered in 2008. It operates from the community building on the village playing field in Ponsanooth. The setting is open Monday to Friday from 7.45am to 5.45pm, term time only, which includes before- and after-school care. Pre-school sessions are available between 9am and 3pm. There are seven members of staff, all of whom hold appropriate early years qualifications at level 2 or 3.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The manager and inspector completed a learning walk together of all areas of the pre-school and discussed the early years curriculum. n Children told the inspector about their friends and what they like to do when they are at pre-school. n Staff spoke to the inspector during the inspection. n The inspector spoke with the nominated individual about the leadership and management of the setting. n The inspector observed the interactions between staff and children. 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 carried out a joint observation of a group activity with the manager. n Parents shared their views of the pre-school with the inspector. n The manager showed the inspector documentation to demonstrate the suitability

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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

13 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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