Mosterton Preschool

Mosterton Preschool

Unique reference number (URN): EY554763 Address: Fairoak Way, Mosterton, Beaminster, Dorset, DT8 3JQ Type: Childcare on non-domestic premises Registered with Ofsted: 29/11/2017 Registers: EYR, CCR, VCR Registered person: Mosterton 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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Achievement Strong standard

All children, including those who are disadvantaged, those with special educational needs and/or disabilities or those who face other barriers, make sustained progress from their starting points. Children secure a wide range of knowledge and skills they need for their next stage of learning.

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Achievement Strong standard

Young children concentrate for extended periods and confidently explore activities. They develop increasing control when using tools and demonstrate a growing understanding of mathematical concepts. For example, when they notice 2 of the same pictures in a book, they instantly say, 'Look, there are 2 of them,' without needing to count.

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Achievement Strong standard

Older children listen carefully and communicate their thoughts, ideas and feelings confidently. They increasingly understand the feelings and needs of others. For example, children help younger friends to open packets and show consideration for them. Children set themselves physical challenges, such as using scooters on ramps and working out how to stop safely. They are well prepared for school and future learning.

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Behaviour, attitudes and establishing routines Strong standard

Children behave consistently well and understand the expectations of the pre-school. Staff are positive role models. They engage in respectful interactions and use positive language to help children develop cooperation and consideration for others. Children are encouraged to persevere and are proud of what they achieve. For example, staff give children time to manoeuvre bicycles and tricycles in small spaces, independently. They ask whether children would like help or if they want to keep trying for themselves.

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Behaviour, attitudes and establishing routines Strong standard

Routines are fully embedded and help children feel secure. Staff use songs to support transitions, and children confidently know what to do at different points in the day. Staff respond promptly to minor disagreements and adapt their language and approach to help children understand how to share and take turns. For example, staff use a sand timer to help older children manage turn-taking and encourage them to cooperate, while giving younger children simple phrases to use to help them learn to share.

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Behaviour, attitudes and establishing routines Strong standard

Children are highly motivated to learn and engage readily in activities. Staff recognise individual differences and adapt their approach to support participation. They work with parents and carers to support children's attendance and punctuality. This helps children develop positive habits for school and the confidence to participate fully in pre-school life.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are promoted consistently. Staff provide warm and nurturing care and build secure relationships with children. They know children's individual care needs and work closely with parents and carers to support routines, such as sleep, feeding and toileting. When children find toilet training difficult, staff work closely with parents and use praise, books and other resources to support consistency while protecting children's emotional wellbeing.

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Children's welfare and wellbeing Strong standard

Staff provide safe and well-organised mealtimes. Children wash their hands before eating and are reminded to sit safely, take small bites and chew their food. Staff prepare food safely, know children's allergies and convey relevant information, so parents understand what food can be brought into the setting to keep all children safe.

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Children's welfare and wellbeing Strong standard

Children develop healthy eating habits and increasing independence. Staff sensitively encourage children to manage aspects of their own care, such as wiping their faces, packing away lunch boxes and opening packets. Leaders keep safety and welfare arrangements under review and act swiftly when they identify changes that are needed. For example, they have added privacy blinds and a screen to protect children's dignity when they need changing.

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Curriculum and teaching Strong standard

Staff skilfully deliver a broad, ambitious and well-sequenced curriculum. Leaders and staff have a clear understanding of what children need to learn and provide experiences that build progressively on their knowledge and skills. Staff use children's interests to make learning meaningful while ensuring that children experience the full breadth of the curriculum. Regular assessment helps staff tailor teaching and identify when children need additional or different experiences to learn, practise and embed new skills and knowledge.

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Curriculum and teaching Strong standard

Teaching is thoughtful and responsive. For example, when staff notice younger children showing an interest in scissors and glittery play dough, they combine these interests and teach children how to hold and cut safely. Staff model cutting actions and introduce language, such as 'together' and 'apart', to develop children's control and coordination. Younger children copy these actions and show pride when they learn to cut.

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Curriculum and teaching Strong standard

The curriculum for communication and language is highly effective. Staff model language, introduce new vocabulary, sensitively support pronunciation and give children time to think and respond. Mathematics is fully embedded in everyday experiences. Staff use vocabulary, such as 'long' and 'short', as children paint lines and shapes. They talk about circles and stripes as children use chalk to colour butterflies, outside. Staff skilfully teach children to open packets, chop their own fruit and use cups, plates and teapots safely.

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Inclusion Strong standard

Children are fully included in the life of the pre-school. Staff know children well and work closely with parents and carers and other professionals to identify individual needs and reduce barriers to learning and development. Assessment is used effectively to identify emerging gaps in learning, and staff provide targeted support to help children make sustained progress.

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Inclusion Strong standard

Staff skilfully adapt their teaching, interactions and routines to meet individual needs. For example, they provide additional key-person support for children who need help to develop trusting relationships and manage their emotions. Staff use their well-targeted training, in areas such as behaviour, listening and attention, and communication and language, to

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Expected standard

remove barriers and help children access learning alongside their peers. They review adaptations with parents to check their impact on learning and wellbeing, which remains effective.

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Expected standard

Leaders and staff understand how children's circumstances and previous experiences can affect learning and wellbeing. They provide highly effective support for children who are disadvantaged, those with special educational needs and/or disabilities or children who are known, or have previously been known, to children's social care. Additional funding is used thoughtfully to provide enriching resources and experiences that support children's emotional and social development, including turn-taking games and emotion toys and books.

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Leadership and governance Expected standard

There have been recent changes to the leadership of the pre-school. New leaders have quickly developed an understanding of the children, families and local community and are committed to providing positive experiences for children. Leaders have begun to establish links with local groups, schools and other providers to support consistency during transitions and to provide wider experiences for children.

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Leadership and governance Expected standard

Leaders keep statutory requirements under review and make changes in response to updated guidance. For example, leaders have conveyed safe-sleeping procedures and screen-use requirements with staff, reviewed policies and provided guidance for staff to access. Staff benefit from regular supervision arrangements and training and say that leaders are attentive to their workload and wellbeing. Parents and carers value communication with the setting, including detailed handovers, newsletters and opportunities to discuss children's progress.

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Leadership and governance Expected standard

Due to the recent changes in the leadership structure, leaders and those responsible for governance are in the early stages of working together to strengthen the overall oversight of the setting even further. They have plans underway to enhance how they accurately evaluate the provision to prioritise improvements with even more focus.

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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 thrive in this welcoming and inclusive pre-school. They separate well from their parents and carers as they arrive and happily greet staff at the door. Children benefit from a broad and ambitious curriculum that is carefully sequenced and delivered through motivating experiences. Children are eager to learn and confidently engage in meaningful play. They develop secure relationships with staff, who know them well and respond sensitively to their individual needs and interests. Children show that they feel safe, settled and valued. They

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About this setting

Unique reference number (URN): EY554763 go to staff for cuddles, ask for help and share their achievements. For instance, children proudly say, 'Look at me. Look how fast I can go on my scooter.'

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About this setting

All children, including those with barriers to their learning, benefit from high-quality interactions throughout the day. Staff listen carefully to what children say and use their comments and questions to extend learning. For example, when children become interested in snails, staff provide books, drawing materials and opportunities to explore further. Children return to look at the snails and confidently talk about what they have learned and where they have seen snails before. Children show curiosity, perseverance and are keen to try new things. They excitedly ask, 'Can I have a go?', when they see their friends painting.

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About this setting

Children understand the routines and expectations at the pre-school and behave well. Songs help children move calmly between activities. Children cooperate with one another and develop independence in everyday tasks. For example, they find their lunch boxes, open their own packets and boxes and talk with staff about what they are eating. Staff work positively with parents and carers to support regular attendance, helping children gain the most from their sessions.

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Next steps

Those responsible for governance should ensure leaders receive ongoing support and training to develop the already secure overview of the setting to sustain and continue to improve the high quality of provision for all children.

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About this inspection

The inspector spoke with leaders, staff, children, committee members, parents and carers 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.

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Address:

Fairoak Way Mosterton Beaminster Dorset DT8 3JQ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Mosterton Pre-School Committee

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:30

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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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