St Catherine's Pre School

Inspection of St Catherine's Pre School The Cabin, Pymore Road, BRIDPORT, Dorset DT6 3TR

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Overall effectiveness Good

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

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The provision is good

Children thrive in this very inclusive and welcoming pre-school. Staff know the children very well, and children enjoy positive and nurturing relationships with their key person. Staff identify if a child may need additional support from the outset, and they work well with families and external agencies to ensure that children make progress in their learning.

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The provision is good

Opportunities to access nature and the local environment underpin the setting's curriculum intent. Children are encouraged to understand the environment that they live in so they will care about it in the future. They regularly attend forest school and access neighbouring hills and coastlines. All children have highly positive attitudes towards their learning, especially in the outdoors, and are developing age-appropriate levels of curiosity, concentration, resilience and enjoyment. For example, children can be seen building dens, pouring in the mud kitchen, building pulleys and swings, and using tools like hammers and saws. They learn to understand about risks and fire safety.

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The provision is good

Children have consistently high levels of respect for each other and are very keen to share and cooperate in both their play and learning. Children demonstrate high levels of self-control even when they encounter difficulties. When children do struggle, staff intervene with swift and effective actions to support them.

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need to do better?

n Leaders and staff are well aligned in their ambitious vision for the pre-school and how this influences the curriculum on offer. Outdoor learning is the primary driver for these experiences and is the reason why many parents choose the setting. Leaders and staff work collaboratively to evaluate and make improvements to the quality of provision. The well-qualified staff value opportunities for professional development to enhance their skills and the experiences of children. Staff have attended training in mathematical development and delivering forest school activities. n Relationships among children, parents and staff reveal a positive and respectful culture. Children feel safe and secure. All children, including those with special educational needs and/or disabilities, are exceptionally well supported. Parents describe the setting as being 'unique' and are 'very reassured' by the timely communication they receive at the end of each day on their child's progress and

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need to do better?

the next steps for learning. They also receive updates through newsletters and emails on how they can support their child's learning at home. n Children enjoy and listen attentively to familiar stories, rhymes and songs appropriate to their age and stage of development. A love of reading is encouraged, and children confidently select books from a range of genres to

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need to do better?

16 September 2025 share with an adult. Children are challenged to remember the endings of familiar stories and pictures are used to support children making predictions. Children sit around the campfire and sing nursery rhymes that teach them early counting skills. Staff use actions to encourage engagement and different tones of voices to create expression. n Leaders are clear in the learning they expect to see from activities. All children demonstrate high levels of engagement and enjoyment, while activities hold their attention for a sustained period of time. However, the staff's approach to questioning does not always fully extend the children's thinking and problem- solving skills, meaning that not all children make the best possible progress in their learning. n Children are well prepared for the next stage in their schooling. The setting has a positive relationship with the school and has a well-planned series of transition

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need to do better?

opportunities. Children are encouraged to independently change their own clothes and manage their personal hygiene. They have good control and coordination in large- and small-muscle movements, and staff prioritise the development of core stability to support early writing skills. n Children learn the importance of developing healthy lifestyles. They eat healthy meals and snacks together and enjoy lots of opportunities to be physically active, utilising the school grounds wherever possible. n Children behave incredibly well, showing consistently positive attitudes to play and learning. Staff are excellent role models and help children to develop respect towards each other and adults.

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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 further improve the precision of staff's questioning to identify misconceptions and provide clear explanations that strengthen children's learning.

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Setting details

Unique reference number EY241016 Local authority Dorset Inspection number 10398779 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 20 Number of children on roll 40 Name of registered person St Catherine's Pre-School Group

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reference number

Telephone number 01308 424 441 Date of previous inspection 8 November 2019

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Information about this early years setting

St Catherine's Pre School registered in 2002 and is run by a parent committee. It operates from a pavilion in the school grounds of St Catherine's Primary School in Bridport, Dorset. The pre-school provides government-funded early education for two-, three- and four-year-old children. It is open from Monday to Friday, from 8.40am to 3.10pm, during term time only. The pre-school also offers an early drop- off session from 8.10am each day. The committee employs a manager, who has a degree in early years education and has early years professional status. There are five other members of childcare staff, three of whom hold early years qualifications at level 3. The pre-school has close links with St Catherine's Primary School.

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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 spoke to parents to gain their views about the setting. n A range of documentation was reviewed, including qualification certificates. n The inspector spoke to the children at appropriate times during the inspection. n The inspector and the manager observed the children during activities and completed a follow-up discussion about the children's learning and development.

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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 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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