East Cliff Pre-School Bournemouth

East Cliff Pre-School Bournemouth

Unique reference number (URN): 2849253 Address: East Cliff United Reform Church Holdenhurst Road, Bournemouth, BH8 8AW Type: Childcare on non-domestic premises Registered with Ofsted: 10/07/2025 Registers: EYR, CCR, VCR Registered person: East Cliff Pre-Schools Ltd

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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

Staff have high expectations of every child's behaviour, which they manage consistently according to each child's individual needs. Children develop extremely positive attitudes towards learning and each other. They copy staff's kind and respectful role modelling. Older children take responsibility, share and resolve issues amicably, such as using sand timers to manage taking turns fairly. Even the youngest children show empathy to others when they see them upset, such as bringing their favourite toys. Close and skilled staff interaction ensures that children, regardless of any barriers to their learning, learn to listen respectfully when others are talking.

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Behaviour, attitudes and establishing routines Strong standard

Staff use highly effective strategies to support children in understanding and managing their emotions. Due to the depth of knowledge staff have about each child, they quickly recognise when a child is struggling to manage their feelings and provide the nurturing support to help them feel safe and secure. All children, including those with barriers to their learning, benefit from impactful teaching to ensure they manage changes in their daily routine. They are familiar with the 'stop, look and listen' warning system that staff use to prepare children for transitions and to allow time for them to finish their activities. Leaders and staff work closely with parents and carers to ensure prompt and regular attendance to support the best outcomes for children.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are a priority. Leaders and staff maintain extremely successful working partnerships with parents and carers and external professionals. This ensures they know about any changes to children's needs and circumstances to keep them safe and secure. Children develop very close and trusting relationships with the staff who care for them. Children invite staff into their play, share cuddles and go to them for reassurance and help.

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Children's welfare and wellbeing Strong standard

Staff nurture children's healthy lifestyles. From a young age, children learn how to follow healthy personal hygiene routines consistently, such as how to use the nose-blowing stations and wash their hands afterwards. Staff provide daily toothbrushing sessions to teach children the importance of dental care and effective techniques. Children bring extremely healthy and nutritious lunches to the setting, which they enjoy during sociable mealtimes. Staff use personalised interventions that are agreed with parents to help every child join in at mealtimes. Staff provide valuable guidance for healthy meal options at home.

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Children's welfare and wellbeing Strong standard

Staff follow thorough procedures to maintain clean, safe and fully inclusive environments. They consistently include adaptations to ensure that children's individual needs are met to include them fully. Staff consistently help children to develop a very good understanding of how to keep themselves safe in ways particularly relevant to the local community and their lives. For example, children regularly meet the local police to learn about keeping safe and how they help in the community, and staff provide safe spaces for children struggling to manage their emotions to play actively but safely.

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Inclusion Strong standard

Leaders and staff are committed to providing a fully inclusive environment. Highly effective partnerships are in place with parents and carers and external professionals. This, combined with rigorous assessments and monitoring of children as they develop, enables staff to quickly identify any gaps in their development. They put immediate interventions in place to overcome any barriers children have to their learning to help them achieve extremely well. Leaders ensure that staff have the training and skills to meet every child's needs, and they monitor the use of funding to ensure this has the most impact on children's learning. For example, staff and parents agree to use funding to provide specifically tailored outdoor play equipment to fully meet all disadvantaged children's individual needs.

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Inclusion Strong standard

Support for children with special educational needs and/or disabilities and those who are disadvantaged or have barriers to their learning is highly effective. Leaders and staff know the children very well and use successful strategies consistently to nurture their wellbeing and learning. They skilfully calm children when they become upset, support them in joining group times and help them manage transitions throughout the day. Staff ensure the activities they provide support every child's needs. Those learning English as an additional language benefit from the use of signs, items of reference and small-group sessions. This supports the focus on their communication and language skills. Children who are disadvantaged benefit from a wealth of activities to enrich their development and life experiences.

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Achievement Expected standard

All children, including those with special educational needs and/or disabilities, those who are disadvantaged and those who face other barriers to learning and wellbeing, typically make appropriate progress from their starting points. Children learn about nature through planting and growing projects, for example. They find out about their community as they go on bus trips. They meet people who help to keep us safe, such as the police, and develop their understanding of the world. Children develop a love of stories. They choose books to read, cuddle up and enjoy getting involved. Children gain valuable skills to prepare them for school and for their future learning. They demonstrate independence, self-confidence and social skills and are interested and motivated learners. Children enjoy opportunities to join in with discussions, think and use the new words they learn. Those with barriers to their learning benefit from one-to-one support to ensure they are consistently included in every

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Achievement Expected standard

learning opportunity. Typically, children progress well in their mathematical development, although staff do not consistently build further on some children's development.

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Curriculum and teaching Expected standard

Leaders and staff plan and deliver a broad and exciting curriculum that meets the needs of all those attending. Leaders work closely with staff to observe their practice and provide guidance for making improvements, such as training to support children's listening skills further. Staff assess and support children's learning effectively and are all clear about what they intend children to learn from the activities. This includes targeted activities to help reduce any barriers to children's learning. For example, those with delays in their communication and language development benefit from focused sessions to build on their development. Staff organise music and movement activities to help children release energy and then settle down to focus in their welcome and stories sessions. This helps the youngest children and those with additional needs to sit and engage well with key-person support.

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Curriculum and teaching Expected standard

Staff interact with enthusiasm, engaging and motivating children to join in and learn. They sequence children's learning well. Staff increase the complexity of new words, provide different tools to develop children's large- and small-muscle development and coordination and introduce phonics sessions in readiness for school. Staff thread mathematical teaching throughout the activities and daily routines, supporting children to learn about numbers, shape, size and position. However, at times, staff do not build further on children's learning when they find the mathematical challenges easy.

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Leadership and governance Expected standard

Leaders have appropriate understanding of the setting's strengths, priorities for improvement and the quality of staff interactions. This includes how children with barriers to their learning are included and progressing. They understand the needs of the local community and the families they serve and work closely with them to help children get off to a flying start in life. They strive to make continuous improvements that will directly impact on children's development and wellbeing. Parents and carers share extremely positive feedback regarding the care their children receive. They value how well staff know their children and help them to thrive. They feel involved and supported in promoting their children's learning and development further.

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Leadership and governance Expected standard

Leaders support staff to enhance their knowledge and skills further. For example, additional coaching has enabled staff to create an environment where children listen and engage well at appropriate times. This has had a particularly successful impact on children's communication and language development. Leaders have a clear vision for continually improving the high quality of care and education they provide, such as developing staff interactions to enhance children's mathematical learning further. They work in collaboration with staff and parents and actively draw on local professionals for advice and their skills. Staff wellbeing is a priority to ensure they are supported personally and professionally to create a harmonious team.

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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

Staff welcome children warmly into this nurturing pre-school. Children arrive happy, excited to attend and make friends. Staff nurture children's wellbeing through consistent routines and form extremely close and trusting relationships with them to help them feel safe and secure. Children explore freely, make their own choices confidently and engage well in their learning. They use their imaginations, such as in the role-play hair salon, create models and select craft tools to make designs. Children learn about a rich diversity of backgrounds, cultures and family circumstances, which staff value, reflecting each child's uniqueness. For

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Address:

East Cliff United Reform Church Holdenhurst Road example, children choose which language they would like everyone to welcome them with and enjoy sharing information about their home lives.

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Address:

Children enjoy favourite activities as well as developing new interests and skills from the exciting range of learning experiences staff provide. They learn about different cultures and beliefs, taste new foods and join in with celebrations in the local community. Staff create spontaneous activities in response to children's ideas. For example, staff and children create a den using the climbing apparatus, which children delight in hiding in and peeping out of.

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Address:

Staff know the children very well. From the start, they work closely with parents and carers to gain a wealth of information to understand children's needs and any barriers to their learning. Leaders support regular and prompt attendance. They provide clear, targeted support for children with special educational needs and/or disabilities and those who face disadvantage and barriers to their learning to enable them to flourish. Children quickly gain high levels of independence, confidence and an interest in learning.

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Next steps

Leaders should ensure that teaching is consistently effective to enhance children's mathematical development, in particular, even further.

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About this inspection

The inspector spoke with leaders, staff, parents and carers and children 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. Bournemouth BH8 8AW Type: Childcare on non-domestic premises

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About this inspection

Registered person: East Cliff Pre-Schools Ltd

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 14:30

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About this inspection

Local authority: Bournemouth, Christchurch & Poole

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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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