Malborough with South Huish Pre-School

Malborough with South Huish Pre-School

Unique reference number (URN): EY310820 Address: Malborough With South Huish Primary School, Higher Town, Malborough, KINGSBRIDGE, Devon, TQ7 3RN Type: Childcare on non-domestic premises Registered with Ofsted: 15/07/2005 Registers: EYR Registered person: Malborough with South Huish Pre-School Committee

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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

Leaders and staff establish a consistently calm, positive and nurturing environment. Children understand well-established routines and expectations. Staff are consistently effective in considering children's age, development and individual circumstances when supporting behaviour. For example, staff use clear explanations, modelling and sensitive reassurance to help children understand routines and regulate their responses.

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Behaviour, attitudes and establishing routines Strong standard

Warm, trusting relationships between staff and children are consistently evident. Children confidently seek familiar adults for reassurance, support and interaction. Staff respond attentively and model positive, respectful behaviour. Their highly effective interactions support children to develop the social skills needed to play cooperatively, share resources and manage minor difficulties.

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Behaviour, attitudes and establishing routines Strong standard

Children are consistently supported to collaborate and make a positive contribution to their setting community. For example, children enthusiastically help to tidy resources and confidently recognise where equipment belongs. During group activities, children listen respectfully and eagerly contribute their ideas. Leaders are highly reflective and recognise opportunities to further strengthen turn-taking when children become particularly enthusiastic.

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Behaviour, attitudes and establishing routines Strong standard

Leaders place importance on attendance. They consistently monitor attendance and promptly contact families when children do not attend as expected. Leaders are effective in identifying individual circumstances and working constructively with families to reduce barriers to attendance.

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Children's welfare and wellbeing Strong standard

Staff consistently place children's welfare at the centre of their practice. They are highly vigilant and maintain effective oversight throughout the day, including during eating and personal care routines. Mealtimes are managed safely and consistently, with careful consideration of age-appropriate food, allergies and appropriate supervision. Staff position themselves effectively, ensuring children remain closely supervised while eating. Healthy practices are consistently reinforced, including effective handwashing before meals.

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Children's welfare and wellbeing Strong standard

Staff have a secure understanding of children's individual physical and emotional care needs. Sleep routines are highly responsive to individual children, rather than determined by fixed routines. Key persons sensitively support children to settle and ensure arrangements reflect children's changing needs. Staff consistently recognise children's emotional cues and respond warmly with reassurance, comfort or additional time when needed. These highly effective interactions have a positive impact on children's emotional security and help them regulate their emotions successfully.

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Children's welfare and wellbeing Strong standard

Leaders have a strong understanding of how effective care, supervision and responsive routines promote children's safety, health and emotional wellbeing. They are highly reflective and consistently review arrangements as children's needs change. This has a highly positive impact on children, who experience safe, responsive and individualised care throughout their time at the setting.

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Achievement Expected standard

Children make good progress from their individual starting points and achieve well across the early years foundation stage. Children's communication and language development is a strength. During story time, children remain engaged, recall familiar parts and confidently predict what is going to happen next. Children respond to questions and express their own ideas, demonstrating developing vocabulary, listening and understanding.

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Achievement Expected standard

Children apply their developing literacy skills through play. They recognise letters, connect sounds with familiar words and independently choose mark-making activities. Children achieve through a 'can-do' attitude. Children demonstrate increasing independence and confidence through everyday experiences. They manage familiar routines, attempt practical tasks and show pride in their achievements.

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Achievement Expected standard

Children, including those with special educational needs and/or disabilities or other barriers, make progress from their starting points. Their communication, independence and developing knowledge prepare them well for their next stage in learning.

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Curriculum and teaching Expected standard

Staff implement a broad and suitable curriculum that supports children's learning across the early years foundation stage. Leaders understand what they want children to learn and regularly consider how to strengthen experiences. The curriculum prioritises communication, independence, confidence and children's personal, social and emotional development.

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Curriculum and teaching Expected standard

Communication and language are deeply embedded throughout the curriculum. Staff consistently talk with children and purposefully extend their language during play and everyday routines. For example, during jigsaw activities, staff connect letter sounds to familiar objects and encourage children to respond. Children confidently contribute during stories and conversations, recall familiar events and predict what might happen next.

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Curriculum and teaching Expected standard

Staff recognise that different areas of learning are interconnected. For example, mark making in sand develops early literacy alongside children's physical skills. Staff use opportunities to develop mathematical concepts, including shape, space and measure, through children's chosen activities, such as pouring.

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Curriculum and teaching Expected standard

The curriculum promotes children's independence throughout. During lunchtime, children are encouraged to manage their belongings and open food independently. Staff model techniques when needed, then allow children to try for themselves. Staff know children well and adapt experiences according to their development, confidence and individual needs.

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Inclusion Expected standard

Leaders and staff provide a supportive and inclusive environment where children's individual needs are identified and understood. Practitioners adapt their interactions to meet children's individual needs. For example, children who need additional reassurance receive this from familiar adults. Children are also given time to observe activities and participate when they feel ready. Leaders and practitioners know children and families well. Observations and snapshot assessments help practitioners identify children's needs and plan suitable next steps.

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Inclusion Expected standard

Leaders work closely with parents, carers, professionals and external agencies to support children. This collaborative approach improves continuity of support for children. Leaders are committed to building staff's expertise in supporting children's communication and language development. Leaders' expertise strengthens the timely support children receive alongside advice from external professionals. For example, leaders work with speech and language professionals to identify appropriate strategies for individual children. Leaders recognise that staff would benefit from further training to strengthen their confidence in using these strategies independently.

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Inclusion Expected standard

Leaders understand the value of inclusive approaches that benefit all children. They are building on existing practice by considering greater use of visual timetables and other suitable visual supports. These embed and promote children's communication, independence and participation.

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Leadership and governance Expected standard

Leaders demonstrate consistently reflective and committed leadership. They understand the setting's strengths and accurately identify opportunities to strengthen practice. Leaders respond positively to professional discussion and carefully consider improvements. Their decisions place children's best interests at the centre, demonstrating a clear commitment to continually developing the quality of provision.

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Leadership and governance Expected standard

Leaders maintain effective oversight of children's safety and additional needs. Strong partnerships with parents, carers, external professionals and the wider community enable information and expertise to be shared effectively. Parents are valued as important partners, helping leaders and staff understand children's individual needs and provide appropriate, consistent support.

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Leadership and governance Expected standard

Leaders prioritise professional learning and identify opportunities to strengthen knowledge and confidence. However, leaders require further training to develop their confidence around online safety. For example, opportunities to support children's understanding of safe digital technology use are not consistently embedded. Further training would enable leaders to support practitioners more confidently.

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Leadership and governance Expected standard

Staff wellbeing and workload are carefully considered. Leaders understand individual circumstances and organise responsibilities sensitively. They reflect on staff deployment and recognise where responsibilities could be distributed more effectively as practitioners' expertise and confidence develop. This thoughtful approach supports staff wellbeing while maintaining effective provision and positive experiences for children.

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

Children are typically happy, settled and confident within this welcoming setting. They develop warm and trusting relationships with practitioners, who know them well. Children confidently seek reassurance when needed and receive suitable support from familiar adults. This positively impacts children's sense of safety, belonging and emotional wellbeing.

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

Children experience an inclusive environment where practitioners recognise that children participate and communicate in different ways. Children who need additional reassurance are supported sensitively, while children who are new to the setting are given time to observe and settle. Leaders work with families and other professionals to support children who may experience barriers to their learning and development.

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

Children benefit from a curriculum that supports development across the early years foundation stage. Communication and language are deeply embedded throughout the setting. Practitioners consistently talk with children, model language and encourage children to express their thoughts and ideas. Children typically engage well in stories, songs, mark-

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Address:

Malborough With South Huish Primary School, Higher Town Malborough KINGSBRIDGE Devon TQ7 3RN making and other suitable learning experiences. Children generally show positive attitudes towards learning and are interested in the opportunities available to them.

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Address:

Children benefit from well-established routines that support their independence and understanding of expectations. They confidently tidy resources, prepare for mealtimes and increasingly manage everyday tasks for themselves. These experiences positively impact children's confidence and readiness for their next stage in learning.

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Next steps

Leaders should develop staff training and confidence in digital learning and online safety, to support the purposeful use of suitable technology within the provision. Leaders should ensure learning experiences are meaningful and appropriately matched to children's ages, developmental stages and existing knowledge. Leaders should ensure staff are confident in implementing the strategies needed to consistently meet the needs of children with special educational needs and/or disabilities.

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About this inspection

The inspector spoke with leaders, practitioners, special educational needs coordinator, children and parents 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. Type: Childcare on non-domestic premises

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About this inspection

Registered person: Malborough with South Huish Pre-School Committee

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:55 - 15:30,Friday : 08:55 - 13:30

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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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