Winford Village Preschool

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About Winford Village Preschool

Name Winford Village Preschool
Ofsted Inspections
Address Winford Village Preschool, C/O Winford Church of England Primary School, Felton Lane, Winford, BRISTOL, BS40 8AD
Phase Childcare on Non-Domestic Premises, Sessional day care
Gender Mixed
Local Authority NorthSomerset
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

The caring staff warmly welcome children into the pre-school. They help children settle in and know them very well. The children know who to go to for support and the staff are very attentive.

Children are motivated to learn and confidently choose from a range of activities on offer, such as cutting and sticking, building blocks and trays of inviting resources to support their fine motor development.Children can freely choose what they want to play with and also participate in adult-led group activities throughout the day. The environment is well organised and the curriculum is broad.

The quality of teaching and staff'...s interactions with children are good and staff follow children's interests.The staff have high expectations for all of the children who attend. Children are confident, independent and well behaved.

They take care of their own belongings and personal needs and show a good understanding of the expectations for their behaviour. Children show a real sense of pride in their achievements, for instance when balancing, taking turns and cutting in straight lines, and staff are quick to praise them. Overall, children progress well and are ready for the next stage in their education.

What does the early years setting do well and what does it need to do better?

Children benefit from a wide range of activities based on their interests and current stages of development. For example, staff provide opportunities to develop children's muscle strength in their hands, support counting skills using stickers chosen by children and build walls outside with large bricks, cement and trowels.Staff use effective questioning and model language well through games such as hide and seek using binoculars they have made.

This supports children to express their ideas and extend their vocabulary by using words to describe what they can see.Children know the rules and are very well behaved. On occasions, when children struggle with managing their feelings, staff take effective action to support them to understand right from wrong.

Staff promote children's emotional well-being effectively. They support children to settle in very quickly and form secure attachments with their key persons and other adults.Parents are invited to attend an induction session before their children start the pre-school and they are kept informed about their children's progress.

However, they are not as well informed about ways to support their children's learning at home.The manager provides opportunities for the staff to discuss children's progress at regular staff meetings. This helps to ensure that all children benefit from appropriate support and that no child falls behind.

The setting has good links with the school and children benefit from opportunities to prepare for their move to school. For example, they take part in circle time on a carpet that is the same as in the Reception classroom and learn to respect one another's personal space. They also participate in physical activities in the school hall.

Staff promote good hygiene practices with the children. They encourage children to manage their self-care, for example independently rolling up their sleeves to prevent 'soggy sleeves' before washing their hands. However, staff do not consistently use opportunities to promote children's knowledge of healthy food and the effect that different foods have on their bodies.

Children listen attentively to stories that staff read in an engaging way and they are given the opportunity to take books home to share with their parents in book bags provided by the pre-school. This supports the children's literacy development well.Leaders have an ambitious vision for providing high-quality, inclusive education and place children's needs central to their practice.

All children, including those with special educational needs and those who receive additional funding, make good progress in relation to their starting points.Staff are well supported through meetings with the manager and the deputy, and they consistently report high levels of well-being.


The arrangements for safeguarding are effective.

The arrangements for safeguarding are effective. The manager and her staff have a secure knowledge of what to do if they are concerned about a child's welfare. They can identify different indicators of abuse and know how to report concerns, including the relevant agencies to contact, if appropriate.

Recruitment processes are in place to ensure staff are suitable to work with children, and staff are aware of procedures and actions if they had a concern about a colleague's practice. The premises are safe and secure and are risk assessed daily.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: make greater use of opportunities to teach children about the importance of healthy eating and the effect that food has on their bodies develop more effective relationships with parents in order for them to support their children's learning at home.

Also at this postcode
Winford Church of England Primary School

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