Winford Village Preschool

Inspection of Winford Village Preschool Winford Village Preschool, C/O Winford Church of England Primary School, Felton Lane, Winford, BRISTOL BS40 8AD

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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 arrive eager to start their day. They hang up their own coats and bags and move confidently into activities that staff have prepared. Staff greet children warmly, and this helps them settle quickly. Children know routines well and show that they feel safe and secure in the care of adults who know them very well. Staff respond quickly to children who need reassurance, and new children benefit from calm and consistent support to help them build confidence.

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The provision is good

Children behave well due to staff's clear expectations and consistent approach. They play kindly with their friends and show care for one another, developing strong relationships built on trust. Through play and staff's modelling, children learn to share, take turns and cooperate with others. Children listen carefully to one another and to adults, contributing their own ideas and recognising that their voices and feelings are valued in the group.

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The provision is good

Leaders construct a curriculum that is ambitious and tailored to children's needs and interests. They plan experiences that build on prior learning and prepare children for school and later life. All children make good progress from their starting points. Children become increasingly independent. They serve their own snacks, pour their drinks and choose whether to play indoors or outdoors. Staff encourage children to manage their own self-care, such as toileting and putting on shoes, but remain nearby to give reassurance when needed. As a result, children develop resilience and confidence and enjoy exploring the wide range of learning opportunities available to them.

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need to do better?

n Staff evaluate the curriculum continuously, observing how children respond and identifying areas to adapt. For example, learning spaces are changed when children engage differently than anticipated, ensuring that the provision supports exploration, independence and skill development. Leaders reflect on the quality of teaching and use this information to refine activities, making sure all children access high-quality experiences and learning. n Staff interact skilfully with children. They listen carefully and adapt questioning to match each child's level of confidence, celebrating every contribution. This ensures that all children, including those who are less confident, make progress. For example, when children explore the sand tray, they use containers to make castles and create handprints and shoe prints. Staff introduce mathematical learning by discussing the number of fingers on each hand and comparing the

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need to do better?

patterns made by different shoes. n Staff promote children's personal development very effectively. Staff model positive conversations so that mealtimes are sociable and enjoyable. Staff

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need to do better?

30 September 2025 engage in meaningful discussions during mealtimes to support children's understanding of healthy lifestyles, such as the benefits of nutritious foods and good hygiene. As a result, children make informed choices about what they eat and develop positive attitudes towards healthy living. n Children develop physical skills and confidence through a range of challenging and purposeful activities. They access climbing bars and outdoor equipment, learning to balance, coordinate and judge risks safely. Staff encourage children to persevere when tasks are difficult, supporting them to try new movements and use their bodies effectively. Through these experiences, children develop resilience, strength and confidence, while learning to play safely with peers. n Leaders invest in staff's development. Staff access a wide range of training, including working with children with special educational needs and/or disabilities

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need to do better?

(SEND) and children who speak English as an additional language. They share learning with colleagues and apply new strategies to support children effectively. This ensures that all children, including those with SEND, make progress. n Staff link activities to children's interests. For example, following children's interests in fossils, they plan a creative activity to spark curiosity and embed new knowledge. Staff extend learning by introducing new vocabulary and concepts, supporting children to become confident speakers and thinkers. However, occasionally, group activities do not sustain all children's attention. Some children wait too long for their turn or see only parts of the process. As a result, a few children lose focus and gain less from the learning opportunity than they could. n Partnerships with parents are strong. Parents describe the setting as welcoming and supportive. Staff communicate with parents through an online app,

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need to do better?

meetings and daily conversations. Parents are encouraged to take home the available book bags and stories. However, staff do not always share children's next steps in learning so that parents can continue to support these at home.

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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 continue to review the planning of group activities to ensure that children remain fully engaged and provided with further challenge n further strengthen processes for sharing information with parents about their children's development to help parents to extend children's learning at home.

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Setting details

Unique reference number EY363099 Local authority North Somerset Inspection number 10407570 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 20 Number of children on roll 21 Name of registered person Winford Village Pre-School Committee

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reference number

Telephone number 01275 472 742 Date of previous inspection 13 January 2020

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Information about this early years setting

Winford Village Preschool registered in 1987 and moved to its current site in 2011. It is situated in the grounds of Winford Church of England Primary School and is run by a committee. The pre-school is open from 8.45am to 2.45pm Monday to Thursday, and from 8.45am to 12.45pm on Friday. It employs seven members of childcare staff to work with the children. Of these, five hold a level 3 qualification, one apprentice is working towards a level 3 qualification and one is unqualified. The pre-school provides funded early education for three- and four-year-old children.

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Inspection activities

n The inspector held discussions with leaders at appropriate times during the inspection. n The inspector completed a learning walk with the manager across all areas of the nursery to understand how the curriculum is organised. n The inspector observed the quality of education and staff's teaching during children's activities, and assessed the impact this is having on the children's learning. n The inspector and the manager carried out a joint observation. n The inspector looked at relevant documentation, including staff's suitability to work with children. n The inspector gathered and considered the views of parents, staff and children.

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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

30 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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