Compton Pre-School

Inspection of Compton Pre-School Higher Compton Road, Plymouth, Devon PL3 5JB

p.1

Overall effectiveness Good

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

p.1

The provision is good

The children receive a warm welcome on arrival. They are met at the gate where parents communicate with staff, who are friendly and helpful. Staff use any information given from parents to create a nurturing environment that supports belonging. Children enter happily, received by further members of staff, and sit down for a short carpet time.

p.2

The provision is good

The curriculum offers a wide range of activities both inside and outside of the classroom and is built around the children's interests. For example, staff had observed children transporting sand and water and so created a tuff tray of different materials for the children to mix and transport. Children benefit from the use of a planter within a community allotment and have enjoyed opportunities to plant and grow different fruits and vegetables. Children engage well with all the learning opportunities provided and staff meet routinely to discuss ways to further enhance the environment. Leaders provide staff with regular supervisions and give opportunities to encourage staff to further their professional development through training.

p.2

The provision is good

Routines and expectations are well established, enabling children to feel secure and have a good understanding of what is going to happen next. Song, music and dance are enjoyed by all the children who have opportunities to sing together throughout the day. Staff give opportunities for children to develop their social skills and children show respect and kindness when working and playing together. Children with special educational needs and/or disabilities are well supported by all staff, who ensure their needs are met, working in close collaboration with the parents. Information is shared with schools, supporting a smooth transition and best possible outcomes.

p.2

need to do better?

n There is a strong partnership with parents who value the regular and consistent communication. Parents commented on their appreciation of staff for the care and emotional support provided for their children. n The pre-school has close links with the local community. Once a week, the children visit the local care home and engage in activities and games with the residents. This provides valuable experiences and deepens their understanding of the local community. n Staff know the children and their families well and invest time to understand individual needs. Staff share information with parents about their children to promote learning and care. n Staff prioritise children's personal, social and emotional well-being through the creation of genuine relationships, which help the children to feel secure and

p.2

need to do better?

19 May 2025 content. Consequently, children are then in the best place to learn and progress. n Leaders understand the importance of promoting children's independence. For example, children wash their hands and tidy away their plates after snack. They know to tidy toys before moving on to different activities. n The children are well prepared for transitioning to school. Staff ensure they have access to experiences within the main school setting to familiarise the children with new environments. Effective communication between professionals helps with continuity and ensures the children are well supported to transition to school. n The children are calm and well behaved. They play cooperatively and listen to each other and the staff in the setting. n Leaders are proud of their staff team and give them regular opportunity to further their professional development. Staff feel valued and supported by the

p.2

need to do better?

leaders. n Leaders are passionate and committed to providing the children with the best of care. n The curriculum is planned around the children's interests. However, it is not consistently informed by children's prior knowledge or their identified next steps for learning.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n embed children's next steps in the planning to build a curriculum based on what the children know and can do to further their progress.

p.3

Setting details

Unique reference number 117180 Local authority Plymouth Inspection number 10398174 Type of provision Childcare on non-domestic premises

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

p.4

inspection

Total number of places 26 Number of children on roll 42 Name of registered person Matthews, Sharon Amanda

p.4

reference number

Telephone number 01752 769355 Date of previous inspection 7 October 2019

p.4

Information about this early years setting

Compton Pre-School registered in 1997 is located near the centre of Plymouth. It is open each weekday from 8.30am to 3.30pm during term time only. The pre-school has a breakfast club from 8am until 8.30am and operates a holiday club on certain days during school holidays. The pre-school offers government funded places for childcare. There are six members of staff, including the owner.

p.4

Inspection activities

n The inspector spoke to parents about their experiences of the pre-school. n The manager took the inspector on a learning walk. n The inspector observed children's learning experiences. n The manager and inspector took part in a joint observation. n The inspector held discussions with the staff. n The inspector held a leadership and management discussion with the manager.

p.4

Inspection activities

19 May 2025 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.

p.4

Inspection activities

19 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6