The Woodland Pre- School

Inspection of The Woodland Pre- School West End Academy, Regent Street, Hemsworth, Pontefract WF9 4QJ

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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 Not applicable

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The provision is good

Children thrive at this warm and homely setting. They arrive excited and eager to start their day. Children enjoy a wide range of experiences, such as a mobile zoo visiting the setting so that children can learn about animals and their characteristics. Children happily engage in group time at the start of their day. They welcome their peers into the setting. Staff capture children's interest in books through engaging storytelling. They ask effective questions to check children's understanding and recall of the story. The setting promotes a real love of books, including the opportunity for families to use a lending library.

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The provision is good

The curriculum is well planned and takes into account the needs of the children who attend. Children develop mathematical skills, such as using a ruler to measure their drawings. They independently use vocabulary such as metres during their play. Children develop resilience when trying new things. They cut fruit with the support of staff and patiently wait for their turn. Staff give children opportunities to be independent through choices and through managing their own self-care needs. The environment is well organised and accessible so that children can choose and explore resources that link to their play. This gives children the confidence to make their own choices.

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need to do better?

n Managers share clear expectations for the care and teaching provided at the setting. They provide training opportunities for staff to take part in to maintain high-quality teaching. For example, staff access regular training based on the needs of the setting at the time. Training has previously included how to increase support for children with limited communication skills. n The environment is rich in language to support children's developing language and communication skills. Staff expose children to written language, such as labels for resources and name cards. This helps children to begin to understand that written words have a meaning. Staff display key vocabulary around the room, to give them prompts to include this in children's play. n Children learn and use new vocabulary independently. Staff encourage them to develop this with thought-provoking and effective questions. However, when children use incorrect language during their play, staff do not always sensitively

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need to do better?

model the correct words. This means that children continue to use incorrect vocabulary. n Staff use the outdoor area to grow fruit and vegetables with children. They provide children with a nutritious diet. When children bring packed lunches, staff remind parents of nutritional guidance to follow. However, staff do not consistently develop children's understanding of the benefits of leading a healthy lifestyle and the importance of a balanced diet.

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need to do better?

13 August 2025 n Children with special educational needs and/or disabilities (SEND) make good progress. Staff use additional funding to support children with SEND to access the full curriculum. Special educational needs coordinators create achievable targets and ensure that all staff understand how best to support children with SEND. n Staff help children to understand the importance of positive choices. They have consistent boundaries and reinforce expectations to ensure that children understand why good choices are important. Staff remind children of good manners. For example, during group activities, staff ensure that children wait their turn to speak and listen to others. n Partnerships with parents and carers are strong. Parents explain that the setting has built their children's confidence. Managers send home activity packs consisting of resources for children to practise new skills. Parents are

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need to do better?

appreciative of this. Effective relationships with parents allow staff to continue to build on children's knowledge at home. n Leaders create strong relationships with the local school. Children visit before they transition to the next stage in their education. Managers share information on their current learning focus. This ensures continuity in children's learning and enables this to continue at school. n Well-being is a focus for leaders. Staff feel supported and feel that managers take their views on board when making any changes in the setting. Staff feel happy that they are given the opportunity to continually progress through regular training programmes.

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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 support staff to help children to develop their spoken language skills further n provide children with consistent messages about the importance of a healthy diet.

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Setting details

Unique reference number 2744720 Local authority Wakefield Inspection number 10405902 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 70 Number of children on roll 14 Name of registered person Waterton Pre Schools

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reference number

Telephone number 01924370770 Date of previous inspection Not applicable

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Information about this early years setting

The Woodland Pre-School registered in October 2023 and is located in Pontefract, Wakefield. It is open all year round, from 7.30am to 5.30pm, Monday to Friday. The setting provides government-funded childcare. The provider employs six staff. All staff hold early years qualifications at level 2 or above.

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Inspection activities

n The manager and the inspector completed a learning walk together of all areas of the setting and discussed the early years curriculum. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided and assessed the impact on children's learning. n The inspector carried out a joint observation with the manager. n Parents shared their views of the setting with the inspector. n The inspector observed the interactions between staff and children. 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

13 August 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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