Pippins Pre-School (crediton)

Pippins Pre-School (crediton)

Unique reference number (URN): 2556851 Address: Market Square House, Market Street, Crediton, Devon, EX17 2BN Type: Childcare on non-domestic premises Registered with Ofsted: 30/09/2019 Registers: EYR, CCR, VCR Registered person: Pippins Pre School (Crediton)

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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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Inclusion Strong standard

Inclusion is a significant strength of the setting. Leaders identify children's needs early and reduce barriers to learning and wellbeing. They know children and their families well. They use robust monitoring systems and their detailed understanding of each child to plan individualised support.

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Inclusion Strong standard

Leaders work closely with parents, other professionals and support services to ensure children receive the help they need. They agree with parents on how to use additional funding to have the most impact on their child's development. For example, they provide specific resources to support children's social interactions. They use sign language to encourage their communication at the setting and at home.

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Inclusion Strong standard

Children with special educational needs and/or disabilities receive timely and tailored support that helps them take part in all areas of learning and make good progress from their starting points. Leaders provide staff with access to high-quality training. This helps them deliver individualised, targeted teaching and supports their development of confidence and expertise.

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Inclusion Strong standard

Children learn, play and develop alongside their peers and take a full part in daily life at the setting. Children feel valued and included because staff understand and support their individual needs. As a result, those who need extra support make good progress and develop the skills and confidence they need to thrive.

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Leadership and governance Strong standard

Leaders have a clear understanding of the setting's strengths and areas for development. The new manager works closely with the committee to identify priorities and take action to improve practice. For example, they have completed a safeguarding audit to help review current arrangements and identify further areas for development. Leaders regularly check the quality of care and learning and use this information to improve children's experiences.

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Leadership and governance Strong standard

Leaders know children and their families well. They use information about children's learning, wellbeing and attendance to identify needs and provide support when needed. This helps children get the right help at the right time.

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Leadership and governance Strong standard

The committee provides support and challenge. Committee members take an active role in reviewing safeguarding, children's progress and staff development. This helps leaders maintain standards and continue to improve the setting.

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Leadership and governance Strong standard

Leaders support staff wellbeing and promote a positive working environment. They provide guidance and training to help staff develop their knowledge and skills. Leaders have identified areas for development and taken appropriate action to improve practice. However, these changes are not yet fully embedded. For example, leaders are working to improve the consistency of behaviour management across the staff team.

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Expected standard

Leaders work closely with parents and other professionals to support children's learning, development and wellbeing. Parents speak positively about the support they receive and value the strong relationships they have with the setting. Leaders also help families access services and additional support when needed.

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Expected standard

As a result, children benefit from effective leadership, supportive governance and a staff team that works together to meet their needs.

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Achievement Expected standard

Staff know children well and use what they know about them to identify those who need extra help. They provide support at the right time to help children join in, learn new skills and become more confident.

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Achievement Expected standard

Children with special educational needs and/or disabilities and those who face barriers to their learning receive support that helps them take part in activities and develop independence. They build the knowledge and skills they need for future learning.

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Achievement Expected standard

Children develop secure mathematical knowledge through everyday activities. Staff encourage them to count, compare and use numbers during play and daily routines. For example, children count objects, use number words such as 'one' and 'two' and predict what number comes next. They also develop communication skills, confidence and positive attitudes to learning through a range of experiences across the curriculum.

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Achievement Expected standard

Children gain the skills they need for their next stage of learning, including school. However, inconsistencies in behaviour management sometimes affect learning opportunities. As a result, some children do not consistently benefit from a full range of experiences and interactions that support their learning and development.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote routines and expectations that help children feel safe, settled and ready to learn. Leaders support staff to create a calm and welcoming environment where children know what to expect throughout the day.

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Behaviour, attitudes and establishing routines Expected standard

Children generally behave well and have positive relationships with adults and their peers. Staff use praise, routines and visual supports to promote positive behaviour. Many children respond to this well, while some children continue to develop these skills with support from staff. Some staff lack confidence in managing children's behaviour, particularly in group activities. Sometimes they rely on leaders to support behaviour on these occasions. Some children become distracted as a result of this.

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Behaviour, attitudes and establishing routines Expected standard

Children show positive attitudes to learning and take part in a wide range of activities. Children enjoy learning, join in with experiences and respond well to praise and encouragement. When staff support children effectively, children stay focused and quickly return to learning after any interruptions.

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Behaviour, attitudes and establishing routines Expected standard

Children attend regularly and benefit from leaders' oversight of attendance. Leaders work closely with families to promote the importance of regular attendance and provide support when concerns arise.

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Behaviour, attitudes and establishing routines Expected standard

Children with special educational needs and/or disabilities and children who face barriers to their learning receive support that helps them follow routines, build relationships and take part in daily experiences.

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Behaviour, attitudes and establishing routines Expected standard

Leaders recognise that some staff rely on senior leaders to manage behaviour and organise group activities. Leaders have identified this as a priority to continue to develop staff confidence and skills. This will help children experience a more consistent approach to behaviour and make the most of learning opportunities.

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Children's welfare and wellbeing Expected standard

Leaders create a caring environment where children feel safe, secure and valued. Leaders work closely with staff, families and other professionals to make sure children get the help they need.

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Children's welfare and wellbeing Expected standard

Children grow in confidence through daily routines and play. Children make choices, manage simple self-care tasks and learn skills that help them in everyday life. Children learn about healthy living through activities that promote healthy eating, exercise and good oral health. For example, children explained that yoga is good for their body.

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Children's welfare and wellbeing Expected standard

Children with special educational needs and/or disabilities and those who face barriers to their learning receive support that helps them take part in all areas of nursery life. Children benefit from staff who understand their needs and work closely with families to provide the right support.

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Children's welfare and wellbeing Expected standard

Children's care needs are met well. Staff support children's medical, dietary and personal care needs. However, staff do not always follow policies and procedures consistently. For example, there are occasional inconsistencies in staff deployment and handwashing routines before mealtimes. Leaders recognise that greater consistency in staff organisation and food hygiene will further improve children's safety, wellbeing and overall experience at the setting.

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Curriculum and teaching Expected standard

Leaders have created a broad curriculum that builds on children's interests and supports learning across all areas of development. Leaders use observations and planning to identify what children know and what they need to learn next. This helps staff plan activities that support children's progress. However, some staff do not support children's learning consistently well. For example, sometimes, staff interactions do not always provide enough opportunities for children to engage in sustained back-and-forth conversations. Children typically develop knowledge and skills across all areas of learning. Staff build positive relationships with children and create an environment where children feel confident and ready to learn. Staff generally model language well, ask questions and use praise to support learning. Their interactions usually help children develop their speaking, listening and thinking skills.

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Curriculum and teaching Expected standard

Staff provide a wide range of interesting activities that encourage children to explore, play and learn. Children enjoy learning experiences that help them develop knowledge and skills across all areas of learning. Staff know children well and adapt activities to meet their needs and stages of development. This helps most children join in, learn and make progress from their starting points.

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Curriculum and teaching Expected standard

Children with special educational needs and/or disabilities and children who face barriers to learning receive support that helps them take part in all areas of learning. As a result, children enjoy learning, develop key skills and gain the knowledge they need for their next steps.

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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 arrive happily and quickly settle into this warm and caring setting. They feel safe, valued and well cared for because staff know them well and respond to their needs. They enjoy learning experiences that build on their interests and help them make good progress.

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

Children enjoy exploring, playing and learning throughout the day. They show curiosity as they take part in activities across all areas of learning. They develop secure mathematical skills through daily routines and planned activities that encourage them to use numbers, count and solve problems.

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

Children make good progress because staff understand their individual needs and provide help when needed. Those with special educational needs and/or disabilities and those who face barriers to their learning receive support that helps them build confidence, improve communication and become more independent. They gain the knowledge and skills they need for their next steps, including school.

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

Children build positive relationships with staff, which helps them feel that they belong. Children and their families play an important part in the setting. They benefit when staff and families work together to support learning and development.

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

Children value their own uniqueness and are learning to respect others. They make choices, develop independence and grow in confidence through everyday experiences. They are learning how to manage their feelings, work together and develop positive attitudes to learning. They typically develop healthy habits through activities that promote health, safety and wellbeing. Children learn how to keep themselves safe and make choices that support their health.

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

Children generally behave well and respond positively to routines and expectations. They engage in learning and enjoy their time at the setting. Staff typically support them to follow

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Address:

Market Square House Market Street Crediton Devon EX17 2BN

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Pippins Pre School (Crediton) routines, develop self-regulation and take part in activities across the day.

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Next steps

Leaders should develop all staff's understanding of the curriculum so they can plan and deliver children's learning and next steps. Leaders should improve consistency in staff organisation and hygiene routines to further support children's safety and wellbeing. Leaders should continue to build staff confidence in managing children's behaviour so that children engage fully in learning and make good progress.

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About this inspection

The inspector spoke with leaders, practitioners, a special educational needs coordinator, assistants 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. Register(s): EYR, CCR, VCR

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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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

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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