Morda Pre School

Inspection of Morda Pre School c/o Morda C of E Primary School, Morda, OSWESTRY, Shropshire SY10 9NR

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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 Not applicable

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The provision is outstanding

Children thrive in the care of nurturing staff within this calm and welcoming setting. The pre-school's outstanding curriculum emphasises the importance of a child's self-worth, agency and innate curiosity, promoting learning through exploration, discovery and play. It views children as capable individuals with strong potential for development, learning best through first-hand experiences and collaborative interactions. Children develop confidence in their ability and become enthusiastic learners. They show exceptionally positive attitudes to learning. Skilled staff understand the importance of allowing children time to explore and discover, and their interactions are subtle and meaningful. The high-quality teaching across the pre-school ensures that all children make excellent progress.

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The provision is outstanding

Staff promote children's behaviour remarkably well. They are consistent and sensitive as they support children to make positive behaviour choices. This helps children to understand the impact of their behaviour on others. Children's behaviour is exemplary. Both indoors and outdoors, children show kindness to staff and their friends. For example, while outdoors, children collect their friend's water bottle and pass it to them to cool down after running. Indoors, children share and take turns from an early age. For example, young children learn to take turns when choosing nursery rhymes from the special bag and squeal with delight when it is a familiar song.

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need to do better?

n The manager's passion for providing children with the best possible start in life is infectious and permeates throughout the pre-school. The manager ensures that staff at all levels receive personalised training opportunities to enable them all to build on their knowledge and skills. Leaders and staff have an ongoing commitment to reviewing the quality of the pre-school provision. n Staff have an exceptional understanding of the curriculum. They observe and assess continuously to see what children know and what they need to learn next. In-the-moment planning is used to capture children's interests and questions. Staff support children with special educational needs and/or disabilities (SEND). They respond sensitively to children, offering support, particularly during transitions. Staff promote kindness in all interactions, creating a supportive and empathetic atmosphere. n The voice of the child can be clearly heard throughout this pre-school. Children's

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need to do better?

views are highly valued and respected. Staff show that they value children's voices in matters affecting them, such as nappy changing and when the routine needs to change. Children learn about democracy and living in modern Britain. For example, they conduct a vote to decide whether to sing songs at group time or share a story.

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need to do better?

14 July 2025 n Staff create fantastic opportunities for the children to build on their fine motor skills. For example, older children can use hammers, screwdrivers and wire cutters indoors and outdoors, understanding and adhering to safety measures. This supports risk taking and boosts their confidence. The children benefit from vast outdoor play areas and forest school. These experiences enhance children's learning, resilience and curiosity. This provides essential opportunities to explore and encourage risk taking within a safe environment, as well as promoting high- quality opportunities for large-scale physical activities. n All staff have an in-depth knowledge of each child's level of development and what they need to learn next. Staff make the very most of their interactions with children to challenge and extend learning consistently. For example, children select a range of metallic resources and attach them to the hanging honeycomb

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need to do better?

wire structure. Children stand and stretch their arms to skilfully attach their metal hooks, wires, metallic balls and wire creations to the structure. Children use their imagination to create abstract art with deep concentration. n Children investigate natural resources with curiosity and interest and engage in pretend play with their peers. For example, children work together cooperatively and use what they have already learned to create complex constructions with wooden planks. Children transport water and other materials around the garden. They show persistence as they select a range of soft and hard tools to remove bubbles from the metal jugs. n Staff expertly model and teach new vocabulary when sharing books, rhymes and songs with children throughout the day. Staff create an environment that is rich in language and promotes children's love of songs and stories wonderfully. Children become absorbed in animated storytelling, where staff use expressive

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need to do better?

voices and encourage children to recall previous learning. Consequently, children use an extensive range of vocabulary and language structures, and they are confident communicators. n Parents speak enthusiastically about the pre-school and the incredible range of experiences their children enjoy. Staff actively encourage parents to participate in the pre-school by inviting them to attend events and accompany them on trips. For example, parents attended the pre-school art gallery where children displayed their artwork with much pride. Parents feel very involved in their children's learning. n Children enjoy mealtimes where staff ensure they are relaxed and sociable experiences. Children's independence is evident in all the age groups through toileting, handwashing, feeding themselves, pouring their own drinks and helping to tidy away resources throughout the day. Staff seize every opportunity to promote children's understanding of leading a healthy lifestyle. For example,

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need to do better?

staff teach children about healthy foods, the effects on their bodies and where foods come from. Children understand why they need to wash their hands, wear a sun hat and drink water regularly after exercise and when it is warm weather. n Children enjoy routine trips and exciting outings that staff take them on. Staff make the most of local spaces and public transport, helping to trigger further learning. Outings such as bus trips and visits to the local parks and theatre enrich children's experiences, and they learn about the community in which they live.

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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 2719840 Local authority Shropshire Inspection number 10392496 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 Sessional day care

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inspection

Total number of places 34 Number of children on roll 32 Name of registered person Morda Pre School CIO

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reference number

Telephone number 01691688743 Date of previous inspection Not applicable

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Information about this early years setting

Morda Pre-School registered in 2023. There are five members of childcare staff, all of whom hold appropriate early years qualifications at level 3 or above. The pre- school opens from 7.45am until 3pm, Monday to Friday, term time only. The provider receives funding to provide free early education for two-, three- and four- year-old children.

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Inspection activities

n The manager joined the inspector on a learning walk of all areas of the pre- school and discussed the early years foundation stage curriculum. n The inspector spoke to parents during the inspection and took account of their views. n The inspector discussed how staff support children with SEND. n The inspector observed the interactions between staff and children. n The inspector observed the quality of education being provided for all children, both indoors and outdoors. n Children spoke with the inspector during the inspection about what they enjoy doing at the setting. n The inspector and the manager conducted a joint observation of outdoor activities. n The inspector and the manager discussed how the suitability of staff working in the pre-school is monitored.

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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

14 July 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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