Churchinford Preschool CIO

Churchinford Preschool CIO

Unique reference number (URN): 2744600 Address: Churchinford Pre-school & Daycare Nursery, Churchinford, Taunton, TA3 7RG Type: Childcare on non-domestic premises Registered with Ofsted: 24/08/2023 Registers: EYR Registered person: Churchinford Preschool CIO

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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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Children's welfare and wellbeing Strong standard

Leaders greet children and their parents warmly when they arrive at the start of the session. They have designed highly flexible and robust settling-in procedures tailored to individual needs. Home visits are encouraged when required and settle sessions carefully planned, meaning trusting relationships between staff, children and families develop swiftly.

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Children's welfare and wellbeing Strong standard

Staff develop this relationship further by implementing a highly effective key-person system. All staff know their key children very well and act swiftly in response to children's changing needs and circumstances. Children's emotional wellbeing is consistently prioritised to ensure that care and learning are tailored to each child's needs.

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Children's welfare and wellbeing Strong standard

There is a sharp focus on developing independence from an early age. Staff and parents work together to help children achieve early independence goals. For example, children quickly learn to eat safely and manage personal hygiene.

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Children's welfare and wellbeing Strong standard

Leaders use routines very effectively to teach children about staying safe and making healthy lifestyle choices. For example, each time children go outside to play they actively take part in the risk assessment, checking the gate is locked and the area hazard free. This helps children understand danger and the importance of keeping themselves safe.

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Children's welfare and wellbeing Strong standard

Staff talk to children about healthy eating choices and the importance of staying hydrated. Leaders have worked strategically with other agencies and parents to embed a culture of healthy eating. This has had an overwhelmingly positive impact on the food children choose and enjoy eating at lunchtime and builds healthy habits for the future.

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Inclusion Strong standard

Leaders and staff create a warm and highly supportive environment where children's individuality and uniqueness are valued and celebrated. There are robust assessment systems in place. This means that barriers to learning are identified swiftly, and leaders and staff use their extensive and detailed knowledge of individual children to implement highly personalised support plans. Leaders and staff involve parents every step of the way and are very proactive in seeking and acting on advice from a range of external professionals. They actively monitor interventions to ensure that they make a significant impact on children's learning.

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Inclusion Strong standard

Leaders and staff skilfully design the environment and plan activities that specifically target the needs of children with special educational needs and/or disabilities (SEND) as well as benefiting the learning and development of all children. For example, they have recently introduced a daily 'mini-mile' routine, which is helping all children to develop balance, strong muscles and stamina. All children, including those with SEND, make sustained and sometimes accelerated progress from their starting points.

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Inclusion Strong standard

Leaders use early years pupil premium and disability access funding in consultation with parents and other professionals to provide resources that support shared learning at home.

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Expected standard

This means that children benefit from consistent support in the setting and at home.

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Expected standard

Leaders ensure that staff have access to training to further extend and develop their knowledge and expertise to best support children to overcome any barriers to their learning.

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Achievement Expected standard

Children achieve well from their starting points, particularly those with special educational needs and/or disabilities (SEND). Children acquire knowledge sequentially, building on what they already know and can do. Parents, particularly those who have children with SEND, comment very positively about the progress their children are making. As staff continue to build greater consistency in their teaching and interactions, this ongoing development will help all children strengthen and deepen their learning over time.

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Achievement Expected standard

Children consistently and confidently follow well-established and familiar routines throughout the day. They develop their sense of belonging and start to explore the wider community by visiting the local shops and playing fields. They develop their motor skills effectively, building strength and coordination.

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Achievement Expected standard

Children are confident communicators who enjoy back-and-forth conversation with each other and the staff in the setting. They learn about their feelings and can express them appropriately, which helps them to make friends and get along with each other. Children of all ages have positive attitudes to learning. They are interested and eager to engage. Children are well prepared for their next stage of learning, whether this is within the setting or when they transition to school.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have created a warm and positive environment. Children demonstrate kindness and respect for others, showing the impact of the setting's focus on nurturing positive relationships and building self-confidence. Staff take every opportunity to praise children for both their effort and achievement. This helps children to be resilient and motivated to learn.

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Behaviour, attitudes and establishing routines Expected standard

Expectations for behaviour are high, and staff generally model positive interactions and encourage turn taking and cooperative play. However, consistency across the setting is still developing, and, occasionally, some children do not receive the support they need to manage their emotions and re-engage in learning as swiftly as they might.

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Behaviour, attitudes and establishing routines Expected standard

Children follow the routines of the setting, and staff use visual and auditory prompts along with signs to prepare children for change. This means that children transition well between activities throughout the day. For example, when staff show children a timer, they know that when it rings it will be time to stop playing and tidy up.

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Behaviour, attitudes and establishing routines Expected standard

Leaders give a high priority to monitoring children's attendance. This demonstrates how they value the importance of attendance and how attending regularly benefits each child's learning and development. They work closely with parents to understand individual contexts and put plans in place to overcome any barriers to accessing education. Leaders have clear procedures in place with all parents for informing them of a child's absence.

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Curriculum and teaching Expected standard

Leaders know children and their families well and have crafted an inclusive and ambitious curriculum that meets children's individual needs. Staff generally understand the curriculum intent and use their knowledge of individual children to focus on their next steps in learning. For example, staff skilfully adjust their language levels according to the age or stage of the child. This means children make good progress with using and understanding words.

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Curriculum and teaching Expected standard

Staff use children's interests to teach key skills. For example, the children, including the youngest, have become very excited about writing their own names. With encouragement, children find their name cards, and then staff support them sensitively to form letters correctly. The children clap their hands and 'high five' each other in delight, celebrating their success.

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Curriculum and teaching Expected standard

Leaders implement a well-sequenced mathematics curriculum that means children build on their existing knowledge and acquire a secure understanding of mathematical concepts. Staff take every opportunity to teach children to count, repeating number names in order and modelling counting skills in many different contexts.

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Curriculum and teaching Expected standard

Leaders place a high priority on helping children to understand their feelings, and this is weaved through the curriculum and taught explicitly through stories. However, staff confidence in using positive behaviour management strategies to support children's personal, social and emotional development is not yet consistently embedded across the staff team.

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Curriculum and teaching Expected standard

Leaders and staff provide a range of opportunities to support children's physical development, including regular visits to the local park. They also help children develop their sense of community by visiting the local nursing home.

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Leadership and governance Expected standard

Leaders know the staff, children and families well. They have an excellent understanding of the setting's context and how it serves the local community. They have an accurate assessment of the setting's strengths and areas for development. For example, as this is a relatively new staff team, leaders are aware that aspects of the curriculum and behaviour management are not yet consistently embedded across the setting and are taking steps to address this.

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Leadership and governance Expected standard

Leaders have robust systems in place for staff wellbeing, and staff comment positively about working in the setting. However, leaders are yet to embed systems that help staff to identify and engage in meaningful professional development that meets staff's interests and the needs of children. The trustees play an active role in supporting both the manager and staff, facilitating supervision and mentoring when appropriate. Leaders have high expectations for all children, particularly those who are disadvantaged or have special educational needs and/or disabilities. These children are at the heart of all decision making. This ensures that they succeed and thrive alongside their peers.

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Leadership and governance Expected standard

Communication with parents is effective. Leaders have implemented systems for sharing information that ensure that children's learning and development are prioritised and celebrated in the setting and at home. Parents comment positively about the nursery, reflecting the successful partnerships that have been built between children, their families and the whole nursery team.

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

This setting is at the heart of a small community and warm, nurturing relationships are evident throughout. Children run enthusiastically into nursery, greeting staff and excitedly sharing any news before quickly settling to explore the environment. Leaders and staff prioritise children's emotional wellbeing. They know that children need a secure attachment to develop a strong sense of belonging that will help them to achieve well and thrive in the future. Parents comment that they know their children are safe and happy in the setting.

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

Children are very confident, and the familiar routines help them to thrive. For example, all children, including the youngest and those with special educational needs and/or disabilities (SEND), really enjoy music and song time. This builds on their previous experiences across the week, where they explored instruments and rhythm with external music professionals.

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

Leaders and staff have high expectations of children's behaviour. They consistently demonstrate positive, warm and respectful relationships. This means children generally behave well and play cooperatively together. When children are distressed, staff act quickly to soothe and comfort them. They model expected behaviours, and this helps children learn to negotiate conflicts successfully.

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

The curriculum is ambitious for all children and is tailored to children's individual needs. Staff skilfully engage and interact with children as they play. They know precisely what each child needs to achieve their next steps in learning. Barriers to learning are swiftly identified, and action is taken to ensure that children receive the teaching they need to make progress in their learning.

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

Leaders work with families to promote the importance of regular attendance and a healthy lifestyle. This means children build positive habits for the future, preparing them well for the next phase of education. Leaders engage with other professionals to improve and enhance

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Address:

Churchinford Pre-school & Daycare Nursery Churchinford Taunton TA3 7RG

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Address:

Type: Childcare on non-domestic premises

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Address:

Registration date: 24/08/2023 staff's skills, particularly the skills that support children with SEND, to achieve very well and make rapid progress. This ensures that all children receive targeted teaching that is matched to their age and/or stage of development. Children experience success as learners and develop positive attitudes towards learning that will help them flourish in the future.

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Next steps

Leaders should support staff's confidence and understanding of positive behaviour management to further develop and embed current practice. Leaders should build on the arrangements for staff to reflect on their practice and identify areas for improvement that will enhance their expertise and the quality of provision for children further.

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About this inspection

The inspector spoke with leaders and staff 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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About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection. Registered person: Churchinford Preschool CIO

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:30 - 15:30

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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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