Cornwood Preschool

Inspection of Cornwood Preschool School Field, Fore Street, Ivybridge PL21 9PZ

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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 receive a warm welcome and settle quickly. Managers value staff, and the team are passionate about creating a nurturing pre-school with a strong family ethos. Children develop close and secure attachments with staff. This enables them to feel safe and secure, and builds their confidence. Staff read stories that are familiar to children. Children recall parts of the story that they have listened to before. Staff offer praise to children, which helps to support their emotional needs and confidence.

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The provision is good

The curriculum is well planned and sequenced to support children's learning across all areas of development. Staff question children's understanding to find out about their starting points in development. This helps them to build on what children know and can do. Staff plan a natural environment to provide learning experiences that spark children's curiosity. For example, children learn how leaves change colour. They are engrossed through sensory experiences, such as colour mixing. Children enjoy making 'autumn soup' using a variety of tools, including pipettes. This helps to build children's hand-eye coordination and supports their fine motor skills.

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The provision is good

Staff use simple and clear instructions. Children listen attentively and understand what is expected of them. They play well with others, sharing and taking turns. Staff join in children's play, narrate their actions and model language to build their vocabulary. As a result, children thrive in this pre-school.

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need to do better?

n The pre-school has strong partnerships with parents and carers. Many parents state they receive regular updates on their children's progress. They are pleased with the progress their children have made since attending. Parents are involved and included in their children's learning. The pre-school works in close partnership with parents to support the learning of disadvantaged children. For example, staff share books and resources with families to support children's development at home. This helps all children to make good progress. n Staff plan well-established routines to help children to understand what is coming next. When the tidy-up song starts to play, all children, including the very youngest, help to tidy away the resources. They know the lunchtime routine well. They wash their hands, sit down at the table and serve themselves using tongs and pour their own drinks. This benefits children greatly as they

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need to do better?

become increasingly independent. n Children benefit from a broad curriculum with fun and engaging activities. This includes planned outings in the local environment, such as forest school sessions, to enhance their learning. Children enjoy opportunities for purposeful

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need to do better?

30 September 2025 mark making. This supports children effectively to lay a strong foundation for early writing. Staff join in with children's play, skilfully extend their thinking, and introduce new ideas in ways that feel natural and enjoyable. This helps children to become deeply engaged in their play. n Children show a love of books. They independently ask staff to read stories to them in the cosy book area. Staff bring stories to life by reading aloud with enthusiasm and expression. Staff also implement a 'book of the week'. They read the book daily to ensure that children are familiar with the story. The book is displayed with other books with a similar theme. This helps children to embed their learning. n Leaders and staff are reflective and constantly evaluate their practice. They recognise their strengths as working in a team. Staff say that leaders care about them and they feel supported. Staff undertake regular training, such as

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need to do better?

safeguarding and paediatric first aid. They also benefit from additional professional development. n Staff weave mathematical concepts into children's everyday experiences and activities. They teach children early mathematical language, such as 'heavy, light, float' and 'sink' during water play. Staff encourage counting during everyday activities. For example, children count leaves to add to their 'autumn soup' and count pieces of apple during snack time. However, staff do not extend children's learning in mathematics even further, such as by encouraging problem-solving. n Overall, staff actively promote children's communication and language. They engage children in conversations and ask meaningful questions. However, at times, some staff ask children questions in quick succession without allowing children time to process them. This does not consistently help children to think about what they want to say and respond to questions.

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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 extend older children's learning even more, particularly in solving problems in mathematics n provide children sufficient time to gather their thoughts, process new information and respond to questions being asked to further support their communication skills.

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Setting details

Unique reference number EY550526 Local authority Devon Inspection number 10407625 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 25 Number of children on roll 61 Name of registered person Moyses, Nicola

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reference number

Telephone number 01752 837099 Date of previous inspection 14 January 2020

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Information about this early years setting

Cornwood Preschool registered in 2017. It is independently run and operates from a designated building within Cornwood Primary School in Devon. The pre-school opens during term time, from 7.45am until 4.30pm, Monday to Friday. It provides government funded childcare. There are four members of staff, of whom two staff hold relevant qualifications at level 5.

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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 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, indoors and outdoors, and assessed the impact on children's learning. n The inspector carried out joint observations of group activities with the manager. n The inspector spoke to parents during the inspection and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the pre-school.

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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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