Clifton Street Pre School

Inspection of Clifton Street Pre School Clifton Street Social Hall, Clifton Street, Swindon, Wiltshire SN1 3QB

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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 flourish in this warm and inclusive setting, which is firmly rooted in a child- centred ethos. Each child is recognised and valued as an individual, with their needs placed at the heart of practice. Staff build secure, trusting relationships that promote children's emotional well-being. As a result, children feel safe, settled and confident to explore the carefully planned environment with curiosity and purpose.

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The provision is good

From arrival, children are warmly welcomed by caring, attentive staff. Children are familiar with routines and wash their hands confidently as they arrive. Staff are responsive to children, supporting their emotional and physical needs through nurturing interactions and familiar routines. This inclusive approach ensures that all children, including those with special educational needs and/or disabilities (SEND), are valued and fully involved in the life of the setting.

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The provision is good

The curriculum is ambitious, well sequenced and carefully tailored to meet children's individual needs and interests, particularly supporting disadvantaged children and those with SEND. It builds on what children know, encouraging curiosity, independence and resilience. Staff model high expectations and positive attitudes to learning, which children reflect through enthusiastic and sustained engagement. As a result, children make strong, meaningful progress across all areas of learning and are well prepared for the next stage of their education.

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need to do better?

n Children demonstrate high levels of perseverance in their play. In the garden, they confidently explore open-ended resources, such as pipettes, syringes and spoons, to create 'potions' in containers of different shapes and sizes. They persevere as they transfer and mix materials, showing curiosity and problem- solving skills. Staff build on this interest by revisiting familiar concepts, such as mixing bicarbonate of soda with vinegar, and use open-ended questions to extend children's thinking. This encourages children to express their ideas clearly and supports their growing confidence and independence. n Staff manage mealtimes calmly and purposefully, creating a positive social experience for all. They use these routines as learning opportunities, following a clear and sequenced plan. Children confidently take responsibility for handing out snacks to peers, demonstrating independence and cooperation. Staff sit with

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need to do better?

children throughout, providing gentle support and maintaining a safe, nurturing environment. This consistent approach helps children to develop important self- care and social skills. n Staff skilfully embed mathematical language into everyday play and routines, laying strong foundations for future learning. For example, when setting the table, staff ask children if there are enough plates and cups. When children

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need to do better?

16 July 2025 identify that more are needed, staff ask, 'How many more do you need?' Children are given time to think and respond confidently and accurately. This supports early number sense and problem-solving skills. n Communication and language are promoted well through small-group sessions that are tailored to children's developmental stages. Staff carefully select stories to suit both younger children and those preparing for school. They read familiar books with enthusiasm, capturing children's attention and encouraging participation by pausing to ask, 'What do you think will happen next?' Children respond with interest, developing vocabulary and comprehension. Staff also support children who speak English as an additional language by incorporating simple sign language into routine tasks, promoting their understanding and inclusion. n Families report a strong culture of communication and trust. Parents and carers

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need to do better?

praise the nurturing, approachable staff and feel confident raising questions or concerns. Transitions, especially when children start at the setting, are managed sensitively and tailored to meet whole-family needs. This thoughtful approach strengthens emotional foundations and demonstrates the setting's commitment to inclusive, family-centred care. n Staff have high expectations for children's learning and behaviour. They model respectful interactions and good manners with children and each other. During play, staff ask thoughtful questions, listen carefully and thank children for their contributions, helping them to feel valued and heard. However, routine activities throughout the day require further review as some children become easily distracted and lose focus. Staff are not consistently successful in maintaining children's engagement and involvement at these times. n The setting fosters a strong culture of reflection and continuous improvement.

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need to do better?

Staff regularly evaluate their practice and implement meaningful changes to keep the environment inclusive, child centred and responsive to all children's needs.

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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 the children's interests first.

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should:

n review arrangements for routine activities throughout the day, minimising disruptions and providing calm, well-managed support to help children maintain focus and engagement.

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Setting details

Unique reference number 508006 Local authority Swindon Inspection number 10398423 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 26 Number of children on roll 29 Name of registered person Clifton Street Pre School Committee

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reference number

Telephone number 01793 491187 Date of previous inspection 21 October 2019

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Information about this early years setting

Clifton Street Pre School registered in 1997. It operates from the Clifton Street Social Hall in Swindon. The pre-school opens on weekdays from 9am until 3pm during school term time. Children may attend for all or half the day. The pre-school employs five staff, four of whom work with the children. The manager is a qualified teacher and two staff hold relevant qualifications at level 3 and one at level 2.

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Inspection activities

n The nursery manager joined the inspector on a learning walk of all areas of the nursery and discussed the early years curriculum. n The inspector observed the interactions between staff and children. n The manager and inspector completed a joint observation of a planned group activity. n The inspector spoke to staff and children at appropriate times during the inspection. n The inspector reviewed several parent testimonials during the inspection and took account of their views. n The inspector spoke with the manager about the leadership and management of the nursery. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

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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

16 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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