Crudwell Pre-School

Inspection of Crudwell Pre-School Crudwell Village Hall, Tetbury Lane, Crudwell, Malmesbury SN16 9HB

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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 Requires improvement

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The provision is good

Children feel safe, secure and confident to learn in the care of nurturing staff. Each child is recognised as an individual by staff, who respond to their unique needs. They offer an inclusive, engaging curriculum to promote all children's learning outcomes. Staff respond swiftly when they identify that children may benefit from extra help in learning. This includes children with special educational needs and/or disabilities (SEND). Staff reflect on the learning environment. They have recently adapted the physical space to further enhance children's social communication. Staff offer calming areas for children and use puppets and stories to support children's understanding of feelings.

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The provision is good

Children show joy and excitement as they sweep and collect fallen leaves. Staff talk to them about the signs of the changing seasons, fostering their awareness of nature. Children behave well and learn to develop respect and empathy for others. Staff plan 'random acts of kindness' for children to carry out. For example, children pick apples from the pre-school tree to deliver to local residents. Children develop strong communication and language skills. They enjoy noticing rhyming words as staff read to them. Staff support children's vocabulary through repeating and modelling language. Children demonstrate their good language skills as they verbalise their observations in play. For instance, they describe the digger's arm as being 'as long as a giraffe's neck'.

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need to do better?

n Leaders have taken swift and effective action to raise the quality of the provision since the previous inspection. Leaders have implemented action plans and engage on continual reflection with staff on their practice. Staff have attended training, such as for supporting two-year-olds and aspects of leadership. Leaders observe staff's practice and meet with them to celebrate strengths and identify areas for development. Staff say they feel well supported by leaders and express high levels of well-being in their roles. n Children respond positively to staff guidance and demonstrate their understanding of behavioural expectations. Staff talk to children about pre- school 'golden rules' and provide gentle reminders about the impact of actions on others. For instance, staff encourage children to check around them before throwing leaves in the air, ensuring the safety of others. n Staff support children's mathematical development through play. Children learn

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need to do better?

about quantity as they pour water halfway into a cup. They identify different sized spoons as they combine ingredients to make play dough. Children enjoy counting aloud with staff, such as the number of staff and children present. n Staff celebrate children's uniqueness. They gather information about children's cultural backgrounds from families. They use this information to integrate

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need to do better?

25 September 2025 festival celebrations relevant to them. This helps to support all children's awareness of themselves, others and cultural diversity. n Staff broaden children's experiences and knowledge of the world around them. Children benefit from visits from people in different professions, such as doctors and fire officers. Staff encourage children to gain an early understanding of sustainability, such as teaching them about recycling. This helps children gain valuable learning about the wider world. n Children develop independence through the daily routine. Children store their own belongings and staff support them to manage tasks, such as handwashing and blowing noses. Staff help children to independently follow the daily routine. They pre-warn children about imminent transitions to other activities, such as snack time. This helps them to prepare for the change. However, there are occasions when staff do not support children as well as they could during these

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need to do better?

times, particularly those with SEND. Staff do not consistently use the available visual aids or cues to help children understand instructions. n Staff establish effective partnerships with parents. Parents appreciate staff's regular communication about children's progress and value suggestions on how they can support learning at home. Staff provide information packs for parents. These help to support parents with aspects of children's development, such as toilet training. Parents of children with SEND feel well supported by staff. They highlight the collaborative approach staff take to develop and implement strategies together. This includes staff's coordination of referrals to external professionals to gain the help children need. All of this helps to promote the best possible outcomes for every child.

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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 support staff to help children to understand instructions and follow routines, particularly those with SEND, such as by consistently using the available visual aids to promote their learning opportunities.

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Setting details

Unique reference number 2693570 Local authority Wiltshire Inspection number 10381326 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

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inspection

Total number of places 24 Number of children on roll 17 Name of registered person Crudwell Pre-School

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reference number

Telephone number 07986622191 Date of previous inspection 4 December 2024

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Information about this early years setting

Crudwell Pre-School re-registered in August 2022. It operates from the village hall in Crudwell, near Malmesbury, Wiltshire. The setting is open on Mondays, Wednesdays, Thursdays and Fridays from 9am to 3pm, term time only. The setting employs four members of staff. One holds a relevant early years qualification at level 6, one holds a qualification at level 3, one holds a level 2 qualification and one is unqualified. The setting offers government funded places.

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Inspection activities

n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want children to learn. n The inspector spoke to staff at convenient times during the inspection. n The inspector observed interactions between staff and children. n The inspector spoke to children, to find out about their time at the setting. n The manager and inspector carried out a joint observation on teaching together. n The manager showed the inspector documentation on the suitability of staff. n The inspector spoke to several parents during the inspection and took account of their views.

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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

25 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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