The Wells Pre-School

The Wells Pre-School Wells Social Centre, Spa Drive,The Wells, Epsom, Surrey, KT18 7LR

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Inspection date

Previous inspection date 26 February 2016 24 January 2011

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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

 Staff ensure that parents are fully involved with their children's learning. They share information about children's progress regularly. Staff provide a range of activities that help children make good progress.  Children develop good relationships with staff, and are happy and settled. This contributes to children's good social skills and emotional well-being.  Staff have a secure understanding of how children learn and provide a wide range of learning experiences based on children's interests and their next steps in learning.  Children are highly motivated as they play and explore in the stimulating learning environment. They have good opportunities to develop their communication and language skills.  Children learn about other people's cultures and diversity. Staff increase children's awareness of different people in their local community.

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It is not yet outstanding because:

 The manager and staff have not yet fully established effective ways to share information about children's development with the other early years settings they attend.  On occasion, staff are too focused on the delivery of activities and keeping routines. They do not always adapt the activities they lead to fully engage children, especially those that spontaneously join in.

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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

 strengthen partnerships with other early years settings that children attend to develop more effective information sharing and promote greater continuity in their learning  review the organisation of some activities to fully motivate and engage all children, including those who want to join in spontaneously.

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Inspection activities

 The inspector held a meeting with the manager and the provider.  The inspector looked at children's learning journeys and assessment documentation.  The inspector checked the evidence of suitability and qualifications of staff.  The inspector spoke to parents and their views were taken into account.  The inspector conducted a joint observation with the manager, and reviewed and discussed the setting's action plan.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The manager and staff have a secure understanding of procedures to follow if they have any concerns about a child's welfare. Staff complete daily risk assessments to help keep children safe, both indoors and outdoors. The manager effectively monitors the progress of all children who attend. Staff use their knowledge of children to identify and narrow gaps in their learning and development. Rigorous recruitment procedures ensure that staff are safe and suitable to work with children. Staff benefit from regular support sessions, such as with management and during team meetings. For example, staff are encouraged to share information gathered from training with the rest of the team which helps promote consistent work practices.

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Quality of teaching, learning and assessment is good

Staff make good use of observations and assessments to inform their planning. Staff include the input from parents into their planning. They use this to effectively help them to support parents to extend their children's learning at home further. Planning focuses on children's interests and how to meet the next stage of their learning. Overall, this contributes to children being motivated, focused and excited to learn. Staff use a variety of teaching strategies to support children's individual learning styles. Staff skilfully use children's play experiences to extend their learning. For example, staff extend children's mathematical language as they talk about different quantities and sizes. All staff effectively supports children's language, communication and understanding well; for example, through the use of good explanations, demonstrations and questions that encourage children to think.

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Personal development, behaviour and welfare are good

Children's have high self-esteem. They enjoy the responsibility of carrying out small tasks for themselves. For example, they enjoy fetching water for their activity, and tidying up toys. Children demonstrate good independence skills, relative to their ages. Staff are good role models; for example, they give children instructions and demonstrate clear expectations. Children behave well, overall. They learn good socialising skills and to care for and respect each other. Children learn how to be respectful towards each other. For example, staff support children to resolve conflicts in a positive way.

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Outcomes for children are good

Children are making consistently good progress from their starting points. Children are confident and independent. Staff plan stimulating and engaging activities to help support children in developing their social skills, communication and physical development. Children are well prepared for the next stage in their learning and in readiness for school.

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Setting details

Unique reference number 122524 Local authority Surrey Inspection number 840412 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 4 Total number of places 24 Number of children on roll 22 Name of provider Wells Pre-School Committee Date of previous inspection 24 January 2011 Telephone number 01372 724614

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Setting details

The Wells Pre-School was registered 1974. The pre-school is situated in Wells, Epsom. It is open each weekday, from 9.45am to 12.15pm, during term times only. There are seven members of staff, six of whom hold appropriate early years qualifications up to level 3. The setting provides funded places for the provision of free early education for children aged three and four years.

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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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