Tutshill Community Pre- School

Inspection of Tutshill Community Pre- School War Memorial Hall, Coleford Road, Tutshill, Chepstow, Gwent NP16 7BN

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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 demonstrate that they feel safe and secure in this nurturing, community- driven setting. Children new to the setting benefit from cuddles and reassurance from the kind and caring staff. This helps them to settle quickly into their play, display high levels of confidence and explore the environment. Staff provide children with a wide range of inviting outdoor play opportunities. They ensure children are ready with waterproof clothing and wellies so they can take part straight away.

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The provision is good

Staff plan the curriculum to promote children's independence and confidence. At snack time, children choose what and when to eat. They help staff prepare fruit, using safety knives to cut and peel oranges into segments. Children move freely between activities. They are supported by staff who play alongside them to extend their ideas and join in at their level. For example, during role play, staff take on roles requested by the children. They use imaginative play to teach children important routines such as brushing their teeth before bed to support their understanding of self-care and oral health. Children develop positive attitudes to learning and cooperate well with others in their play. Staff deepen children's knowledge through carefully planned play experiences. They introduce new words, such as 'horse chestnuts' and promote number skills as children count acorns in their hands. Children lead their own learning as they roll items down a cardboard

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The provision is good

tube. Staff ask them questions to promote their thinking, such as asking if they think the resources will move down the tube fast or slow.

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need to do better?

n Staff remind children of the setting's rules to support their understanding of what is expected from them. For example, during circle time, they discuss illustrations of the rules, such as 'walking shoes' and 'indoor voices' to reinforce positive behaviour. Leaders are aware that high noise levels at times impact children's ability to listen attentively and engage in sustained learning. Although some staff implement effective strategies to promote a calm learning environment, this approach is not consistently embedded across the setting. n Staff build warm, positive relationships with children and use their knowledge of children's individual interests to extend their learning in the moment. Adult-led activities are thoughtfully planned and support children's overall development, helping them build key skills across the curriculum. However, on some occasions, staff do not always encourage or invite children who show they are eager to join

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need to do better?

the group. As a result, some children miss valuable opportunities to engage in purposeful learning to enhance their progress further. n Staff make regular assessments of what children know and can do. They use this information to plan focused learning experiences, tailored to children's individual

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need to do better?

10 September 2025 needs and developed in partnership with parents. This supports all children to make good progress. Children with special educational needs and/or disabilities (SEND) receive additional targeted support, enabling them to achieve well. Staff help children to regulate their behaviour. They read them stories to help them explore their feelings and emotions. Children link colours to emotions such as blue with sadness. n Staff teach children to care for the environment and respect the world. They explain why recycling is important and help children sort objects into plastic and paper waste. Staff give clear guidance and praise, encouraging children's actions and thoughts. Children apply their knowledge when exploring animals in water. They eagerly remove plastic waste, showing their understanding of protecting wildlife and the environment. n Partnerships with parents are a strength of the setting. Staff work closely with

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need to do better?

parents from the induction period, meeting with them and gathering information to help plan for children's learning from the outset. Parents attend flexible settling-in sessions that meet children's individual needs, as well as attending events throughout the year. They are highly involved in the setting and organise community fundraising to support it. Parent feedback is very positive. They feel well informed about their children's experiences and trust that their children are in safe hands with the experienced staff. n Leaders and staff build strong partnerships with other settings that children attend and move on to. They speak with other providers and share children's experiences and next steps in learning to ensure consistency. Each week, staff take children to the local school for 'nature school', helping them explore new surroundings and build confidence outdoors. Leaders monitor and evaluate the

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need to do better?

impact of these activities on children's learning and development. They plan to provide staff with forest school training, supporting ongoing professional development and increasing opportunities for this type of learning within the setting.

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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 consistently implement strategies to reduce noise levels so that children can listen attentively and fully concentrate on their learning n enhance the delivery of adult-led activities to engage all children who want to take part to further support their good progress.

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Setting details

Unique reference number 101723 Local authority Gloucestershire Inspection number 10407697 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 24 Number of children on roll 23 Name of registered person Tutshill Community Pre-School Committee

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reference number

Telephone number 01291 629134 Date of previous inspection 16 January 2020

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Information about this early years setting

Tutshill Community Pre-School has been open since 1971 and registered in 1994. The pre-school operates from the War Memorial Hall in Tutshill, in the Forest of Dean. Four staff work directly with the children. Of these, one holds an appropriate early years qualification at level 5 and two hold qualifications at level 3. The pre- school is open during term time from 9am until 3.30pm on Monday to Thursday, and from 9am until 3pm on Friday. The pre-school receives funding for the provision of early education for children aged two, three and four years.

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Inspection activities

n The manager and inspector completed a learning walk together of all areas of the setting and discussed the early years curriculum. n Children spoke with the inspector during the inspection. 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 carried out a joint observation of an activity with the manager. n Parents shared their views of the setting with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working at the setting.

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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

10 September 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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