Bradwell Pre-School Group

Inspection of Bradwell Pre-School Group Bradwell C of E Voluntary Controlled Infant School, Church Street, Bradwell, Hope Valley, Derbyshire S33 9HJ

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Overall effectiveness Outstanding

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

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The provision is outstanding

Children flourish at this outstanding pre-school. Staff build strong, trusting relationships with every child. This creates a calm and nurturing atmosphere that consistently supports children's emotional well-being. As a result, children quickly develop confidence, independence and a genuine love for learning. Children are immersed in a language-rich, ambitious curriculum that meets the needs of all children, including those with special educational needs and/or disabilities (SEND). Staff carefully organise the environment to promote choice and independence. Children confidently explore indoors and outdoors to select resources to extend their ideas. For example, after a firefighter visit, children built a ladder from cubes, so a doll could 'get down safely'. This shows excellent recall and creative problem- solving and supports children in future learning.

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The provision is outstanding

Staff's interactions with children are of exceptionally high quality and contribute to delivering the curriculum intent. Group story time is delivered effectively to support children's language development and thinking skills. Staff routinely model new vocabulary, ask open-ended questions and encourage children to share their thoughts. Staff skilfully promote positive behaviour and help children understand and manage their emotions using various personalised resources. As a result, children demonstrate exemplary behaviour.

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The provision is outstanding

Children have high levels of respect for others and eagerly assist with routines, such as tidying up and wiping down tables. Children independently share and take turns during play. Children's independence is deeply embedded. Young children manage self-care routines, such as handwashing, putting on and taking off their own shoes and coats and clearing plates, and take pride in being responsible.

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need to do better?

n Staff actively promote the importance of healthy bodies and healthy minds. Healthy eating, exercise, rest and oral hygiene are embedded in the curriculum effectively. Children grow their own fruits and vegetables and learn how to use them in cooking. Staff use these experiences to develop children's understanding of the world, such as comparing how plants grow and human development. This deepens children's curiosity and supports healthy lifestyle choices. n Management and staff work closely with parents and other professionals to put in place plans to support children with SEND, helping them to thrive and make the best possible progress. Additional funding is used to give children more one- to-one support and provide targeted resources. Management conduct regular audits and training to ensure that staff are confident in meeting all children's needs. n Superb partnerships with the on-site school mean that children are extremely

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need to do better?

5 June 2025 well prepared for their next stage of learning. For example, staff arrange many visits to the school and ensure that teachers create an environment enriched in children's interests. Effective communication from keyworkers and the school lead to personalised learning from the earliest opportunity. n Parents are extraordinarily positive about this pre-school. Communication with parents is consistent and supports children's development. Children ask to come in more often due to the quality of experiences the staff provide. Parents say the setting has 'done everything they possibly can for all children'. Staff share children's ongoing progress and next steps regularly and effectively, as well as a detailed end of year report. This gives parents a clear understanding of their child's development. n Staff skilfully promote children's understanding of mathematical concepts. Story time encourages children to count, identify shapes and discuss their features.

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need to do better?

Staff enhance learning by using phrases such as 'I wonder' and 'what do you want to create?' during a shape pin board activity. Children carefully construct their creations using excellent fine motor skills. Through discussion, children show they understand and see shapes in everyday objects. Children show their shape work with pride to other children and staff. n Personal, social and emotional development is a clear strength of the setting. Staff use visual aids and various resources to help children regulate their emotions. For example, children use carefully considered construction materials to build characters and hold discussions. Staff provide resources that children use confidently to identify all emotions and steps they can take when sad or frustrated. Staff guide children sensitively to understand their own feelings and develop empathy. Children show genuine care for one another, offering for

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need to do better?

younger children to sit on their knee to join in. This nurturing environment created by staff, enables children to form strong and caring relationships with other children. n Staff provide rich and varied opportunities for children to learn about different countries and cultures. Books, themed days and celebrations, such as Chinese New Year and Holi, expose children to a broad and inclusive view of the world. Staff also share personal cultural experiences, such as being a bridesmaid at an Indian wedding. Staff carefully consider how to promote diversity and help children develop respect and appreciation for others. This promotes a respectful mindset, helping children to embrace and appreciate the varying cultures in their wider community.

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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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Setting details

Unique reference number EY539458 Local authority Derbyshire Inspection number 10394785 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 27 Number of children on roll 22 Name of registered person Bradwell Pre-School Playgroup Committee

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reference number

Telephone number 01433 620409 Date of previous inspection 25 September 2019

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Information about this early years setting

Bradwell Pre-School Group registered in 2016. The pre-school employs five members of childcare staff. Of whom, one holds an appropriate early years qualification at level 6 and four hold qualifications at level 3. The pre-school opens Monday to Friday, during school term-time only. Sessions are from 8am until 6pm. The pre-school provides funded early education for three- and four-year-old children.

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Inspection activities

n The manager and the inspector completed a learning walk together of all areas of the pre-school and discussed the early years foundation stage curriculum. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n Staff spoke to the inspector about how they support children with SEND. 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 and the deputy manager carried out a joint observation during an outdoor activity. n Parents shared their views of the setting with the inspector. n The manager showed the inspector documentation to demonstrate the suitability of staff.

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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

5 June 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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