Young Explorers Pre-School

Young Explorers Pre- School St Francis Annexe, Onslow Cresent, Woking, Surrey. GU22 7AX

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Inspection date

Previous inspection date 11 December 2015 4 February 2013

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 Children thoroughly enjoy their time at pre-school. They benefit from a wide range of high quality learning experiences both inside and outside. Staff play alongside children and support their learning well.  Staff are very caring and attentive towards the children. They have a good understanding of each child's personal needs. As a result, children benefit from warm relationships and this helps them to settle quickly and to feel emotionally secure.  Children make good progress in their learning and development. Effective support is provided for children who speak English as an additional language, and those who require extra help with their learning. This means any gaps in the progress children make close quickly and all children develop the skills they need for starting school.  The quality of teaching is good. Staff are well-trained and benefit from strong support from the pre-school manager and senior leaders.

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This provision is good

 Parents are very happy with the pre-school and praise the staff highly. One parent told inspectors, 'I fell in love with the place, as soon as I saw it - the staff are amazing.'

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It is not yet outstanding because:

 Very occasionally during the daily routine, children's learning is interrupted due to planned large group activities.  Staff do not always make the best use of play activities to help children practise early writing skills.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 review the organisation of large group times to ensure that interruptions to children's learning are kept to a minimum  make better use of play activities to support children’s early writing skills.

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Inspection activities

 The inspector observed the quality of teaching and support for children's learning, both inside and outside.  The inspector talked to staff about how they plan for children's individual learning needs, especially around how they meet children's personal care routines, how they support children's development and how they monitor the progress children make.  The inspector carried out a joint observation with the pre-school manager, who is also the owner of the setting.  The inspector talked to the children and asked them what they enjoyed doing at pre- school.  The inspector looked at a range of documentation, including records of children's care routines, staff training files, development plans and the pre-school's procedures for monitoring practice.  The inspector talked to the pre-school owner about how she monitors staff practice, how she responds to parents' requests and how she reviews the provision to make

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Effectiveness of the leadership and management is good

The pre-school owner leads a dedicated and highly committed team of staff. Practice is consistently good as systems are in place to continually review the provision and reflect on standards. Detailed quality assurance procedures and external audit checks help staff to enhance the physical environment and the support for children's learning. Regular meetings and training sessions ensure that staff have the necessary skills to deliver good or better practice. Safeguarding arrangements are effective. Relevant systems are in place to ensure that staff know what to do if they have any concerns about children. Regular updates are provided to help staff understand revised guidance. Partnerships with parents, schools, external agencies and other early years settings are good. 'Morgan' (the pre- school's toy) is used regularly to develop links between pre-school and the children's homes, as is the Young Explorers lending library. As a result, parents and carers are fully

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Effectiveness of the leadership and management is good

engaged in their children's learning and development.

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Quality of teaching, learning and assessment is good

Children develop very positive attitudes towards learning as staff provide fun, purposeful and practical activities. Resources are plentiful and offer children space to move around easily and benefit from all areas of learning. For example, large blocks and cardboard boxes enable children to play creatively as they build models and construct familiar scenes. The outside 'workshop' and 'reading dens' are thoughtfully presented and encourage children to be imaginative, develop their language skills and foster a love of books and stories. Staff extend children's learning and development well. For example, they offer children plenty of individual attention and clearly understand each child's likes and dislikes and preferred styles of learning. Small group work with highly trained staff means that children who need additional support, such as those who are learning English as another language, receive good amounts of attention. As a result, children make very

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Quality of teaching, learning and assessment is good

good progress in their speaking and listening skills.

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Personal development, behaviour and welfare are good

Children behave very well and consistently show kindness, care and respect to one another. The multi-cultural backgrounds of all children, staff and families are widely celebrated and acknowledged. The inclusive nature of the pre-school means that every child is valued. Photographs of children are readily displayed and children show a real sense of belonging. 'Wow moments' shared from home mean children, staff and parents celebrate children's achievements and this promotes their self-confidence well. Links with schools mean children are well-prepared for starting school and their future learning.

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Outcomes for children are good

Good teaching means children develop the skills they need for learning. For example, they listen well; they develop good communication skills and are very independent. Detailed systems for checking how well all children learn are in place. Leaders monitor this closely to ensure that every child, and groups of children, achieve well and any gaps in children's learning are rapidly closed.

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Setting details

Unique reference number EY448656 Local authority Surrey Inspection number 1030928 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register Age range of children 3 - 8 Total number of places 24 Number of children on roll 41 Name of provider Young Explorers Pre-School Ltd Date of previous inspection 4 February 2013 Telephone number 01483 730052

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Setting details

Young Explorers Pre-School Limited registered in 2012. It has sole use of premises located in the grounds of St Dunstan's Catholic Primary School in Woking, Surrey. The provision is registered on the Early Years Register and also on the compulsory part of the Childcare Register. Extended day care is provided for pupils of the school aged up to eight years. The breakfast club operates between 7.45am to 8.40am and the after school club from 3.15pm to 6pm during term time only. Pre-school sessions operate daily during term time between 8.45am until 11.45am and from 12.15pm until 3.15pm. Pre-school children can stay all day and attend lunch club from 11.45am to 12.15pm. The pre-school currently has 41 children on roll. Children aged three and four years receive funding for the provision of free early education. The provision supports children with special educational needs and/or disabilities, and those who speak English as an additional language. In total, 11

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Setting details

staff work directly with the children. Of these, 10 hold early years qualifications.

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Setting details

This inspection was carried out by Ofsted 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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Setting details

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection.

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Setting details

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Setting details

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Setting details

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