Winkleigh Nursery

Winkleigh Nursery

Unique reference number (URN): 2841455 Address: Winkleigh Primary School, Farmer Franks Lane, Winkleigh, EX19 8JQ Type: Childcare on non-domestic premises Registered with Ofsted: 04/06/2025 Registers: EYR Registered person: The Woodland Federation Governing Body

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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 Strong standard

Babies show a clear love of sharing books and stories, and ask for familiar stories to be re- read. They delight in listening to memorable words and phrases that enrich their learning experiences. Babies show increasing determination as they move around the environment. They confidently pull themselves to a standing position, strengthening their core muscles. Babies develop their manipulative skills and hand–eye coordination through confidently using a variety of tools, such as brushes and their hands, when playing in the sand.

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Achievement Strong standard

Babies show a curious and inquisitive approach to learning experiences. For example, they show real enjoyment and enthusiasm when melting ice to discover the pretend fish beneath. They make evident progress in their learning. Babies benefit from a constant focus on their language and social skills. They listen and respond well and are able to follow simple instructions. All babies, including those with emerging concerns and barriers to learning and/or wellbeing, achieve well from their starting points. Babies are well prepared for the next stage in their education.

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Behaviour, attitudes and establishing routines Strong standard

Babies form deep bonds with the staff who care for them. Staff are extremely dedicated to creating an environment where babies flourish. They have an excellent understanding of children's early development. This means their interactions with babies are warm, nurturing and attentive. This helps babies to form very close bonds with staff from the start. Staff give babies enthusiastic and meaningful praise, which reinforces their positive behaviour. For example, staff support babies' early social development through sharing photos of their nursery experiences together. Staff are exceptional role models. They listen to babies and value their contributions. Even the youngest babies receive encouragement to babble and join in. Babies benefit from the kindness and patience of staff, who act as role models.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff show a passion for their work. Staff deploy themselves highly effectively across all areas of the setting. They nurture confidence and independence through supporting all babies, including those with barriers to learning and/or wellbeing, to freely explore and make choices in their play. Routines are consistent. Babies happily follow staff's instructions and know what is expected of them. For instance, all babies receive support to help tidy away resources when it is time to tidy up. Leaders understand the importance of working with parents and carers to maintain regular attendance. They recognise the benefits this has for babies' development.

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Children's welfare and wellbeing Strong standard

Babies form secure attachments with staff who form caring and trusting relationships with them. This promotes babies' independence and supports their emotional wellbeing exceedingly well. Babies with barriers to learning and/or wellbeing flourish in their learning. Staff demonstrate genuine compassion and dedication towards each individual child. Babies show warm, respectful and caring relationships with each other and the staff. Staff work in excellent partnership with parents and carers to ensure consistency in children's routines from home. Regular opportunities to share information and photos with parents allow them to celebrate their babies' achievements.

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Children's welfare and wellbeing Strong standard

Staff provide a calm and comfortable environment for babies who need to rest or sleep. They check sleeping children to ensure that they remain safe while they sleep. Babies have extensive opportunities to be outside. There are opportunities for all babies, regardless of their age or stage of development, to be physically active with the carefully chosen resources available. Staff consistently follow effective procedures to promote children's health and welfare. For example, babies wash their hands after playing and before eating. Staff are aware of babies who need extra support and take them individually to a separate sink. Leaders and staff promote healthy lifestyles. They have a healthy eating policy they share with parents. Staff serve nutritious meals from the school kitchen and ensure these are suitable for babies to eat.

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Curriculum and teaching Strong standard

Leaders know babies and their families well. They use this knowledge to shape an inclusive and ambitious curriculum that responds to babies' individual needs. The curriculum is well planned to build on what babies know and can do. Staff carefully consider babies' range of developmental skills to ensure there are opportunities for learning for all. Activities are thoughtfully prepared and adapted for all babies, including those with barriers to learning and/or wellbeing. For instance, staff change water play for foam so all babies can join in. Babies delight in this sensory experience. As a result, all babies are fully included in all aspects of the curriculum and make significant progress from their individual starting points.

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Curriculum and teaching Strong standard

Babies excitedly explore the high-quality activities that meet all of their developmental needs. Staff weave mathematical learning through all activities. For example, during transporting activities, babies learn to count as they move objects. Additionally, staff expose babies to prepositional language when building towers. They skilfully use opportunities in children's play to support their communication and language skills. Staff use 'ready, steady, go' activities to encourage babies' early communication skills, such as attention and turn- taking. Babies spend a considerable amount of time engrossed in their play. Interactions are of a consistently high standard. Staff are attuned to providing babies with extra support to enable them to achieve and make progress.

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Inclusion Strong standard

Leaders create a deeply inclusive culture, where every baby is understood as an individual. They swiftly identify babies' needs from the moment they start at the setting. Leaders use their knowledge to provide individualised support. They ensure staff have a robust understanding of how to support babies' differing needs. This means babies, including those with special educational needs and/or disabilities or other barriers to learning and wellbeing, make meaningful progress.

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Inclusion Strong standard

The curriculum is flexible to support babies' needs. It focuses on supporting them to feel safe and secure and build their confidence. Staff monitor and evaluate babies' progress rigorously to ensure that their next steps in learning are focused. They use observations, next steps and observed interests to feed into the planning for babies' learning. Staff provide a warm, safe and inclusive environment. Staff are sensitive to children's needs. They seamlessly respond to their gestures and signals. For example, staff noticed that some babies became distressed when washing their hands in a bowl. They adapted quickly and took them to a sink instead. This means babies settle very quickly and develop their attachments. Staff are very skilled at adapting the provision daily to support babies' individual needs and interests. This ensures all babies access a tailored curriculum.

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Inclusion Strong standard

Leaders act quickly. They are highly effective in working with parents and carers and external professionals. Leaders identify any gaps in babies' learning and development to reduce barriers effectively. For example, staff have access to highly relevant courses to reduce known barriers. They implement strategies that are precise and targeted. These carefully considered approaches enable all babies to thrive.

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Leadership and governance Strong standard

Leaders are ambitious and strive to provide high standards of care and education, leading to the best outcomes for all babies. They have a clear vision that places babies at the heart of their practice. Leaders are reflective and have a detailed and accurate understanding of the setting's strengths and the areas they want to improve even further. They embrace opportunities to share in learning. For instance, babies routinely have opportunities to play with the toddlers in school. This ensures effective transitions to the next stage in learning. It also offers babies the opportunity to experience learning with, and from, their older peers.

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Leadership and governance Strong standard

Leaders work collaboratively. As a result, they build very effective partnerships with staff, parents and carers and local professionals. They work closely together to support babies' individual needs. For example, staff liaise with advisory teachers and health professionals to support the needs of babies with special educational needs and/or disabilities or other barriers to learning and/or wellbeing. This ensures all babies make rapid progress from their starting points.

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Leadership and governance Strong standard

Leaders have arrangements in place for the supervision of staff. Staff report they feel valued and well supported. They talk positively about their professional development opportunities. Leaders are highly responsive in supporting staff's training needs. Leaders and staff alike recognise the impact effective training has on babies' development. This supports the consistently high-quality provision for babies.

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

Babies happily arrive at the setting, where highly nurturing staff warmly welcome them. Partnerships with parents and carers are a strength. Leaders and staff get to know families exceptionally well. Expectant mothers with young babies are welcomed into the school every week to speak with the health visitor and weigh their babies. This unique opportunity enables all staff to know the babies and families in their care extremely well and how best to support them. Consequently, there is a real sense of belonging in this nursery that nurtures children's development. Babies have a period of settling, where leaders and staff communicate with parents. They find out detailed information about each individual baby. Any barriers babies may face to their learning and wellbeing, including those with special educational needs and/or disabilities, are identified very quickly. This enables immediate support to be put in place. This gives babies an excellent start and ensures they are ready

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

Babies thrive in this setting. They form positive and caring relationships with staff, and look to them for comfort and reassurance. This loving and consistent care enables babies to feel safe and secure. Careful planning takes into consideration babies' individual starting points and next steps. This ensures all babies can access all areas and are engaged in purposeful learning opportunities. Babies delight in exploring an enriching environment, both indoors and outdoors. They are confident to explore. Rich learning experiences enable babies to develop their physical skills extremely well. For example, babies enjoy pulling themselves up and balancing across beams and develop their dexterity through a variety of mark-making opportunities. They already show positive attitudes to learning and concentrate for extended periods of time. Babies are motivated to try new things with staff who are highly attuned to

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

High expectations for all are promoted through very effective leadership. Leaders and staff prioritise consistency. They go above and beyond to place an emphasis on babies' wellbeing and experiences. This supports babies' emotional development. Parents understand the importance of regular attendance and punctuality for babies.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact by sharing their knowledge and experience of babies in their wider professional network.

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About this inspection

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

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Address:

Winkleigh Primary School Farmer Franks Lane Winkleigh EX19 8JQ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: The Woodland Federation Governing Body

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:45 - 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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0 to 1

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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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

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

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