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)
Inspection report: 20 August 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
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.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
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.

Strong standard
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.
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.
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.
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.
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.
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.
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.
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.

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.
As a result, children benefit from effective leadership, supportive governance and a staff
team that works together to meet their needs.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
Compulsory Childcare Register requirements
This setting has met the requirements of the compulsory part of the Childcare Register.
How we check if a provider meets the requirements of the Compulsory Childcare
Register
When we check if settings meet the Compulsory Childcare Register requirements, they can
have the following outcomes:
Met
Not met

Voluntary Childcare Register requirements
This setting has met the requirements of the voluntary part of Childcare Register.
How we check if a provider meets the requirements of the Voluntary Childcare
Register
When we check if settings meet the Voluntary Childcare Register requirements, they can
have the following outcomes:
Met
Not met
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.
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.
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.
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.
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.
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

Inspector:
Donna Frost
About this setting
Unique reference number (URN): 2556851
Address:
Market Square House
Market Street
Crediton
Devon
EX17 2BN
Type: Childcare on non-domestic premises
Registration date: 30/09/2019
Registered person: Pippins Pre School (Crediton)
routines, develop self-regulation and take part in activities across the day.
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.
About this inspection
The inspector spoke with leaders, practitioners, a special educational needs coordinator,
assistants and committee members during the 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
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Devon
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 20 August 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
49
Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
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.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of
education and/or care.
The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
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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