Bishop Cornish Education Centre

Bishop Cornish Education Centre

Unique reference number (URN): EY397520 Address: Bishop Cornish C of E VA Primary School, Lynher Drive, SALTASH, Cornwall, PL12 4PA Type: Childcare on non-domestic premises Registered with Ofsted: 08/10/2009 Registers: EYR, CCR, VCR Registered person: Bishop Cornish Education Centre

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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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Behaviour, attitudes and establishing routines Strong standard

The setting is a happy, harmonious environment where all children thrive. Staff have high expectations for children's behaviour. They promote positive behaviour through well- embedded routines and teaching that is well targeted to support children's engagement and motivation to learn. Children demonstrate positive attitudes to learning. They excite at each new activity during the day. Children know their learning space well and are confident selecting activities to play with.

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Behaviour, attitudes and establishing routines Strong standard

Attendance levels are high. Staff prioritise attendance and support families when family events make attending tricky. They are flexible with starting times and ensure that when children do arrive, they are welcomed warmly. Leaders monitor absence carefully and make swift contact with parents to offer support when children do not arrive as expected. Parents praise the staff for the strong bonds they form with their children. The key-person system supports children's personal, social and emotional development, and this helps children to flourish.

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Behaviour, attitudes and establishing routines Strong standard

Staff recognise the importance of developing children's personal, social and emotional skills. High-quality teaching consistently supports children to manage their own feelings and behaviour. Children of all ages are taught to understand and regulate their emotions. Younger children thoroughly enjoy describing the emotions of a character as they pass him around a circle and make his 'feelings fizzy'. Older children explain strategies he could use to calm down. They advise that he sits down and takes some deep breaths. Children have opportunities to develop their independence skills. For example, at snack time, where they enjoy the responsibility of tidying their plates away.

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Children's welfare and wellbeing Strong standard

Children thoroughly enjoy their play and learning and transition well into the setting. They separate confidently from parents and carers. Staff know children well. They demonstrate their comprehensive knowledge of each child through every interaction and adapt their approach to best suit each child's character. Children needing a quieter start to their day enjoy sitting with staff and listening to stories. Other children are eager to chat and play with staff as they arrive at the setting. Staff mirror their excitement levels, which encourages conversations to develop further. Children delight in describing their weekend adventures with staff. Staff model excellent listening skills, and children are full of pride as staff share in their joy.

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Children's welfare and wellbeing Strong standard

Staff know children well and respond sensitively to their cues. They provide reassurance and guidance that help children to feel secure and develop confidence. Children with special educational needs and/or disabilities receive personalised support, including visual prompts and signing. This helps children to communicate their needs and take part fully in activities. Staff organise sleep and mealtime routines carefully, and learning spaces are inviting and organised. This supports children to explore, be active and take appropriate risks within a secure environment. Children are encouraged to manage their belongings, follow simple instructions and develop independence. These routines help children to feel capable and confident.

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Children's welfare and wellbeing Strong standard

Children's emotional wellbeing is promoted through positive, caring and sensitive interactions with staff. Staff consistently support children to form respectful relationships and teach strategies to help children to manage their own feelings and to recognise and respond to feelings of others.

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Inclusion Strong standard

Leaders implement robust monitoring procedures that help to identify children who may have special educational needs and/or disabilities (SEND) quickly. Leaders meet regularly with staff to discuss their key children's progress, individual needs and any potential barriers. Leaders and staff are swift to adapt routines and learning experiences for children to best promote wellbeing and development. For example, when children's home lives change or they find separating from parents a challenge, staff use their knowledge of children's interests to construct welcoming activities that motivate children to separate, settle quickly and enjoy their day.

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Inclusion Strong standard

Leaders work well with parents and professionals, so children receive the right support at the right time. Targeted teaching supports best progress. For example, staff follow guidance from speech and language services to ensure that they best support children's communication and language skills and close gaps in learning. Leaders support staff who take the lead role on SEND to access a range of training and support. This deepens expertise, so they identify, monitor and support children's emerging learning and development needs effectively.

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Leadership and governance Strong standard

Leadership and governance is effective. This supports continuous improvement to the teaching and learning opportunities all children experience. The curriculum is aspirational for all children, including those with barriers to learning. Staff's wellbeing is high. Leaders rigorous monitoring and supervision of staff ensure that professional development opportunities that staff engage in support all children to thrive. Staff feel leaders value their dedication.

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Leadership and governance Strong standard

Leaders have high expectations for the learning, development and care experiences of children. They plan a curriculum that builds progressively on what children already know and can do. Planning is responsive to children's interests and needs, including those with special educational needs and/or disabilities. Leaders monitor practice robustly and implement supervisions that enable them to target support that will best promote progress. They promote peer observations, so staff share and celebrate strengths and refine practice. Leaders then coach and mentor staff on targeted areas for development that best support quality learning and development experiences for all children.

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Leadership and governance Strong standard

Leaders create a harmonious learning environment. Staff feel appreciated and are confident to seek support from leaders if needed. Leaders work closely with parents to reduce barriers to learning. Leaders work well with outside agencies, such as speech and language support services and physiotherapy services. This promotes a cohesive approach that best supports

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Expected standard

children who can benefit from targeted teaching from specialists. Leaders ensure that policies, procedures and practises in place are clear, consistently applied and regularly reviewed.

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Achievement Expected standard

Children develop skills and knowledge across all areas of the curriculum and progress well. Children are well prepared for their next stage of learning. All children progress well from their starting points. All children, including those with special educational needs and/or disabilities (SEND), receive targeted support towards developmental goals.

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Achievement Expected standard

Children are interested and motivated to learn. For example, they excitedly gather for a literacy group time and eagerly share their thoughts and ideas as they develop early reading skills. Children are carefully grouped for this, and achievement is well supported. Children would benefit from having enough time to think and process information when they are asked questions to help them make even better progress in their communication and language development.

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Achievement Expected standard

Children show manners as they are quick to thank friends for their help. Children are respectful and caring towards friends and are confident following the well-established daily routines.

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Curriculum and teaching Expected standard

The curriculum is carefully constructed to focus on supporting children's personal, social and emotional skills, physical development, and communication and language skills. This is clear from the moment of entering the setting. There is a constant buzz of activity as children focus intently on activities. Staff support children to recognise their own feelings and the feelings of others. As children play and notice challenges their friends are having, such as zipping up their coats when preparing to play outside, they quickly offer each other help and are eager to do so.

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Curriculum and teaching Expected standard

Staff support children to see links in their learning. The grouping of children for targeted teaching is carefully considered to best support participation and progress of all children. Children with special educational needs and/or disabilities show real confidence and focus in these groups. Children's early mathematical skills are well supported. For example, as children play, staff sing counting songs with them and promote counting in sequence as children play. Children enjoy counting cutlery as they play imaginatively creating breakfast for their friends. Staff help children to count the cutlery and decide if they have enough for all their friends. Children thoroughly enjoy solving this problem.

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Curriculum and teaching Expected standard

The environment is full of language, and staff interact frequently with all children, promoting engagement. Staff pose many questions to children as they play. Leaders have identified the need for staff to provide children with thinking time when they pose a question, so children have time to process it and respond as a priority for development. They have started to improve this in their teaching. However, it is not yet embedded.

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Curriculum and teaching Expected standard

Leaders recognise that communication with parents could be refined to ensure that every parent knows how they can support children's next steps in learning at home to help close learning gaps quickly. They are making adaptations to the way they share communication with parents to promote that shared understanding.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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

Children are happy. Staff provide high-quality care and education. Children play and learn cooperatively with others and build meaningful bonds. Children of all ages fully engage in their play and learning and progress well from their starting points. Children enjoy an environment that is inviting and supports their interests to blossom. It is harmonious and calm. Children clearly feel settled and show a strong sense of belonging. Staff celebrate children's uniqueness. On arrival, children excite as they see their friends and giggle as they greet each other. They swiftly settle on activities of their choosing.

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

Children explore books with friends and staff, speak with each other on toy telephones and chat happily as they create imaginative breakfast for each other in the play kitchen. Children show high levels of self-confidence as they eagerly introduce themselves to visitors and ask them their names.

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

Staff have established positive, trusting, respectful relationships with children and their families, and these support all children to achieve. The curriculum is sequential and meaningful. Leaders reflect on the impact of their teaching approaches and adapt learning experiences they provide to reduce barriers to learning and best meet the needs of all children, including those with special educational needs and/or disabilities or those with other barriers to learning.

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

Leaders have high expectation for children's attendance. They provide a flexible settling-in process to ensure that every family feels confident and secure in the care provided. Key persons know children well, and this supports children to thrive.

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Next steps

Leaders should continue to embed teaching strategies that promote children's opportunities to share their knowledge and understanding, so interactions consistently support best progress.

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About this inspection

The inspector spoke with leaders, practitioners, the special educational needs coordinator, and committee members 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:

Bishop Cornish C of E VA Primary School Lynher Drive SALTASH Cornwall PL12 4PA

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Bishop Cornish Education Centre

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:45 - 03:30

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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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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