Bearfoot Preschool Ltd

Bearfoot Preschool Ltd

Unique reference number (URN): 2764419 Address: The Big Sheep, Abbotsham, Bideford, EX39 5AP Type: Childcare on non-domestic premises Registered with Ofsted: 23/11/2023 Registers: EYR, CCR Registered person: Bearfoot Preschool 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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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are promoted through consistently highly effective care practices that meet children's individual needs. The setting provides a safe and welcoming space for children. This helps children to form very trusting attachments. This enables them to enter the setting happily and engage confidently in the day. Children spend the majority of their time outside in the natural environment. Staff use well-considered routines to support children's physical development and personal safety. Healthy eating practices are rigorously embedded at the setting. Staff share examples of healthy lunch boxes via the parent app and give families guidance on hidden sugars in foods.

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Children's welfare and wellbeing Strong standard

Children try a variety of nutritious snacks, such as mango and pineapple, and receive regular reminders to drink water. Mealtimes are purposeful opportunities to promote positive manners and social interaction skills. Hygiene and self-care routines are implemented extremely well. Children wash their hands, learn to use the toilet independently and follow well-established sleep routines. Staff in the provision for 2-year-olds place an emphasis on developing children's independence. Staff support children's emotional wellbeing through sensitive interactions that help them to recognise, express and manage their feelings. As a result, children develop a secure sense of safety, confidence and emotional resilience.

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Inclusion Strong standard

Leaders are consistently rigorous and proactive when identifying and supporting children's needs. This includes those children who are disadvantaged or with special educational needs and/or disabilities. Staff know the children exceptionally well. This means that they can identify children's emerging or changing needs quickly and accurately. Children who require adjustments receive support throughout the day. This ensures that they consistently succeed and experience learning without unnecessary barriers. For example, staff use visual cues to support children to manage transitions successfully. Leaders work purposefully and collaboratively with external partners and specialists. They seek advice at the earliest opportunity. This means that support remains highly effective and closely matched to each child's needs.

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Inclusion Strong standard

Adaptations, such as positioning children close to the speaker so they can hear clearly, are targeted and impactful. Staff are rigorous in how they assess the needs of children and how they plan to meet these needs. This ensures that support remains precise and responsive. Leaders are fully aware of children's next steps in learning and understand exactly how to meet them. Leaders use early years pupil premium funding with careful intent so that all children have access to experiences and resources. This creates a setting where every child is supported to thrive.

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Achievement Expected standard

Typically, children achieve well from their starting points. They make secure, sustained progress across all 7 areas of learning. Children develop the knowledge they need quickly and securely. They build foundations for later learning. Children show a clear desire to explore, communicate and build on what they already know. They become confident, curious learners who are ready for their next stage of education. Children develop their communication and language well. They sing and listen to stories during group time. However, children do not benefit from consistent opportunities to explore books independently throughout the day to enhance their early literacy skills. Children count confidently and recognise numbers, such as when identifying how many eggs they have found.

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Behaviour, attitudes and establishing routines Expected standard

Children thrive in an environment that positively supports their learning, development and care. Leaders establish clear routines that help children to feel secure and understand what is expected of them. Staff teach children the necessary skills to focus their attention and manage their behaviour with increasing control. For example, children learn to use 'eyes watching' during group activities and wait for their turn to speak by holding the toy rabbit.

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Behaviour, attitudes and establishing routines Expected standard

Staff make thoughtful adjustments for individual children. They seek advice from external professionals to ensure that children's best interests are met. Leaders monitor children's attendance closely, which is positive.

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Behaviour, attitudes and establishing routines Expected standard

Leaders set high expectations for children's behaviour across the setting. Staff teach children to have 'kind hands' and to follow the 'golden rules'. Children typically play well together, such as sharing resources, taking turns to kick a ball and cooperating during games. Staff use positive praise effectively to reinforce the behaviours they want to see. Staff respond quickly when unkind behaviour occurs. However, their approaches are not yet fully consistent across the whole team. For example, staff do not consistently respond to the cause of some children's unwanted behaviour, which means that children repeat it.

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Curriculum and teaching Expected standard

Leaders have designed a purposeful and ambitious curriculum. Children learn about the wider world and the community they are part of. Leaders make full use of the local area and natural environment around them. Children explore, observe and develop an understanding of the seasons, nature and the changing world around them. Much of children's learning takes place outdoors. Children dig, ride bicycles, swing and climb, developing their gross motor skills and learning to manage their own risk. Children have regular opportunities to participate in life on the farm. Children share stories and practise early mathematical skills during group times. Staff encourage children to share their ideas during group times and teach them how to be kind to each other. Typically, the curriculum reflects children's individual needs and the community it serves. Staff quickly identify children who may face barriers to learning. They adapt their teaching so

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Curriculum and teaching Expected standard

that all children can access learning from the outset. Observations and assessments are used effectively to shape each child's next steps. Staff prioritise physical, personal, social and emotional development, recognising these as essential foundations for deeper learning. As a result, children make meaningful progress from their starting points. However, the curriculum journey is not yet understood consistently across the whole staff team. Some staff are not consistently clear of the learning that is taking place for the different ages in the setting. This means that, on occasion, children do not fully benefit from the learning experiences provided.

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Leadership and governance Expected standard

Leaders have a clear and well-established vision that is firmly rooted in the context of the setting. Leaders have developed provision that delivers high levels of education and care in line with their vision. They understand the setting's strengths well. However, leaders have not consistently evaluated the setting more regularly so that they are clearer about the areas for development at the setting. Leaders and the nominated individual work closely together. They ensure that decisions are made in the best interests of all children. This includes those who are disadvantaged, with special educational needs and/or disabilities or face barriers to their learning and wellbeing.

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Leadership and governance Expected standard

Staff benefit from regular and relevant professional development. However, this is not more clearly linked to identified areas of development across the setting. Leaders are mindful of staff's workload and wellbeing. Staff report that they feel valued and enjoy working at the setting. Parents and carers spoke very highly of the setting during the inspection and praised the support they receive from staff. This contributes to a trusting partnership between the setting and families.

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

Children arrive each morning to a calm and welcoming environment. Staff greet them warmly at the gate, creating a reassuring and friendly start to the day. Children settle quickly, moving confidently to hang up their belongings and join their friends. They show a clear sense of belonging and comfort as they move independently into familiar routines.

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

Children spend much of their day outdoors, exploring the setting's thoughtfully planned learning environment that encourages curiosity and discovery. Staff use links with the on-site farm and the wider community to enrich children's understanding of the world around them. These experiences take place almost daily. Children learn about the seasons, animals and the natural world through first-hand encounters. They observe changes outdoors, feed the animals and notice the weather. Children develop practical skills, such as using real tools to make a pinwheel.

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

Children build nurturing relationships with their key workers, who know them extremely well. These deep attachments help children to feel secure and willing to take risks in their learning. Children play well together. They engage in purposeful conversations that build language, cooperation and imagination. As a result, they are well prepared for school and future learning. Staff make thoughtful adaptations and adjustments to provision. This means that all children, including those with special educational needs and/or disabilities and those facing barriers to learning, access the full range of opportunities on offer. Children develop independence as they make choices, manage simple tasks and seek adult support when needed.

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

Children stay safe and are well cared for. Staff supervise children closely. They carry out hygiene routines sensitively and share information about children's care with parents and carers. Children wash their hands before meals and brush their teeth after lunch, learning healthy habits that they take pride in. Positive partnerships with parents strengthen children's experiences. Parents speak incredibly highly of staff. They value the regular, helpful discussions about their children's care and progress. Attendance at the setting is positive and is carefully monitored.

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Next steps

Leaders should identify key areas for development to ensure that improvement is targeted and impactful. Leaders should embed strategies to support children's behaviour so responses to behaviour are consistent and effective.

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Address:

The Big Sheep Abbotsham Bideford EX39 5AP

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Bearfoot Preschool Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 16:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection. Leaders should ensure all staff share a secure and consistent understanding of the curriculum intent so children experience coherent and high-quality learning across the setting.

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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. This data is from 24 March 2026

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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. 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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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