Early Worlies

Early Worlies

Unique reference number (URN): 2823474 Address: East Worlington Primary School, East Worlington, Crediton, EX17 4TS Type: Childcare on non-domestic premises Registered with Ofsted: 18/12/2024 Registers: EYR Registered person: Chulmleigh Academy Trust

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Expected standard

Children acquire age- and stage-appropriate skills across all areas of learning and development, ensuring they are well prepared for subsequent educational phases, including transitions to nursery rooms for older children. Effective collaboration between staff and external professionals supports well planned and carefully managed transitions.

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Achievement Expected standard

Children build strong language, communication and physical skills that prepare them well for the future. Babies smile and babble confidently, while young toddlers begin using single words with ease. All children make progress from where they started, including those who need extra support or have special educational needs and/or disabilities.

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Achievement Expected standard

Staff give individual support to help children reach important milestones. Babies build strength as they learn to sit independently and enjoy playing with balls alongside others. Toddlers show creativity as they make marks with chalk and explore music by listening and responding to different sounds.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff have high expectations for children's behaviour and attitudes to learning. This helps create a calm, caring and positive environment. Because of this, children are curious, interested and enjoy learning from an early age. Babies and toddlers stay focused and show interest in a wide range of activities.

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Behaviour, attitudes and establishing routines Expected standard

Staff carefully plan the learning environment. Spaces and resources are set up to encourage children to explore, try new things and share how they feel in a safe and supportive way. Adults help children understand and manage their emotions through everyday conversations and support.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff understand how important regular attendance is. They work quickly with families, who may struggle with attendance or being at the setting on time. Clear routines help children feel safe and secure. Children arrive confidently each day, knowing what will happen next, which helps build their confidence and engagement in learning.

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Behaviour, attitudes and establishing routines Expected standard

Staff clearly teach children about kindness and respect. For example, when children find it hard to share, adults calmly explain why sharing and taking turns matter. This support helps children learn positive behaviour and toddlers are often seen sharing toys, such as sticks found outdoors, with their friends. Leaders and staff work closely together to create a positive, inclusive and respectful setting for everyone.

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Children's welfare and wellbeing Expected standard

Staff create a warm and welcoming environment, where children feel safe, included and valued. This helps children feel confident, calm and happy as they play and learn each day. Leaders have clear policies and routines that place children's safety, mental health and wellbeing at the centre of everything they do. These expectations are well understood by all staff and are shared clearly with parents and carers, so everyone works together to support each child in a consistent way.

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Children's welfare and wellbeing Expected standard

Children have daily opportunities to play and learn outdoors. Outdoor learning supports children's physical development, helps them build resilience and improves their overall wellbeing. Staff build strong, caring relationships with children and their families. A key- person system ensures children feel secure and supported by familiar adults, who know them well.

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Children's welfare and wellbeing Expected standard

Staff support children to recognise, talk about and manage their feelings through calm guidance and everyday conversations. This helps children develop emotional awareness and confidence. Daily routines such as sleeping, feeding and weaning are well organised and adapted to meet each child's individual needs, helping them feel comfortable and settled. Children are encouraged to make healthy choices about food, and leaders ensure that all children have access to balanced, nutritious meals. This supports children's physical health and helps them develop healthy habits for the future.

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Curriculum and teaching Expected standard

Leaders have a clear understanding of the nursery curriculum and how teaching supports children's learning. The curriculum is carefully planned and ambitious, building on what children already know and can do. Leaders and staff have strong knowledge of early years development and know the children in their care very well.

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Curriculum and teaching Expected standard

Teaching is of a high quality and supports all children, including those with special educational needs and/or disabilities (SEND), children involved with social care, and those who face barriers to learning. For example, children with speech delays receive targeted support that helps them grow in confidence when speaking. Staff engage babies and toddlers through warm, meaningful interactions, speaking slowly and calmly and introducing new words to develop vocabulary, such as 'feather' and 'fluffy'.

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Curriculum and teaching Expected standard

Children enjoy regular story times, which introduce them to new ideas and help develop a love of books and reading. Staff place strong importance on children's physical, personal, social and emotional development. While learning is well supported across the curriculum, leaders recognise the opportunity to further strengthen mathematical teaching so that children develop a deeper understanding of early mathematical concepts and a stronger enjoyment of numbers and patterns.

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Inclusion Expected standard

Staff and leaders understand and respond to the unique needs of children with special educational needs and/or disabilities and children who are disadvantaged. They take proactive steps to make sure every child receives the care and support they need. Staff build strong, positive relationships with children and families, working together to achieve the best outcomes, an approach reflected in positive feedback from parents. Children who are or have been involved with social care receive targeted support to help them make good progress from their individual starting points. Staff create an environment, where all children feel included and can thrive. Leaders' use of additional funding has had a positive impact on the development of disadvantaged children. Staff notice and respond quickly to children's needs. While physical development is already supported, leaders recognise that babies and toddlers would benefit

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Inclusion Expected standard

from further opportunities to practise key skills, such as walking, to make sure all children's needs are fully met.

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Leadership and governance Expected standard

Leaders and staff clearly understand their legal responsibilities and meet them consistently. They are committed to providing high-quality care and education that makes a positive difference to children's lives. High expectations are clear in everyday practice. Staff treat children with kindness, respect and consistency, helping them feel safe and supported.

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Leadership and governance Expected standard

Strong partnerships with parents and carers are well established. These relationships help staff understand each child well and ensure their individual needs are met. Leaders provide effective monitoring and supervision, which supports staff and helps the setting continue to improve. There is a strong culture of reflection and learning, and staff are encouraged to develop their skills and knowledge through ongoing training.

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Leadership and governance Expected standard

Staff say they feel happy, supported and valued in their roles. This creates a positive and motivated team. Recruitment procedures are thorough and well organised. Leaders ensure that staff are suitable, trained and able to carry out their roles safely and confidently.

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Leadership and governance Expected standard

Leaders always act in the best interests of children. Those with special educational needs and/or disabilities, as well as children who are disadvantaged, receive extra support when needed. Additional funding is used carefully and effectively to help all children make good progress and achieve the best possible outcomes.

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What it's like to be a child at this setting

Children's engagement is clear in their enthusiastic participation and sustained attention, during both group and individual activities. They show curiosity and focus as they explore materials, take part in sensory play and join in stories and music sessions. Staff carefully observe each child, responding to their individual cues and adjusting activities to meet their comfort, interests, dietary needs and family traditions. This responsive approach helps children feel understood, secure and confident, encouraging them to take risks in their learning and try new experiences.

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Inspector:

Victoria Jones Collaborative relationships with families are a key part of supporting children's development. Staff work closely with parents and carers to ensure that daily routines, such as introducing solid foods, managing sleep schedules and supporting personal care, are carried out consistently and respectfully. This partnership helps children experience seamless transitions between home and childcare, making them feel secure and supported in both environments.

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Inspector:

The environment and experiences provided in the setting are carefully designed to promote learning across all areas of development. Opportunities for sensory play, outdoor exploration, music, creative activities and memory games help children develop physical skills, communication, social interaction, concentration and problem-solving. Staff actively encourage children to express their ideas, make choices and develop independence, laying the groundwork for confidence and self-esteem. Nature-based activities, such as observing wildlife, handling natural materials and exploring textures, support curiosity, fine motor development and a connection to the world around them.

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Inspector:

Through these combined approaches, children develop essential skills and knowledge while also building positive attitudes towards learning and exploration. The nurturing, structured and inclusive environment ensures that all children, regardless of their background or ability, have the foundations they need for healthy growth, emotional wellbeing and lifelong learning.

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Next steps

Leaders should enhance strategies to further support babies and toddlers to develop their physical skills. Leaders should further expand the teaching of mathematics to enhance children's foundational mathematical understanding even more.

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About this inspection

The inspector spoke with the leaders, staff, the special educational needs coordinator, the safeguarding lead, children and parents and carers during the inspection.

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About this inspection

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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Address:

East Worlington Primary School East Worlington Crediton EX17 4TS

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Chulmleigh Academy Trust

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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