Fairlands Pre School

Fairlands Pre School Elmcroft Community Centre, London Road, Sutton, Surrey, SM3 9AB

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Inspection date

Previous inspection date 17 June 2016 Not applicable

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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 have a good knowledge of how to extend children's learning. They motivate and challenge children effectively during activities, which helps to support their curiosity to explore. Children make good progress from their starting points.  Children form close bonds with their key persons and confidently talk to them and express their interests. Staff use this information to help identify and meet children's individual needs effectively.  The provider and the managers work well as a team to review the quality of the provision and to help identify the strengths and weaknesses in practice. For example, they develop and implement clear action plans for improvements.  The managers monitor children's progress effectively, including that made by different groups of children, and improve their practice to help reduce gaps in learning.

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It is not yet outstanding because:

 During some planned activities, staff do not always encourage children to be involved in deciding what creative resources are available, to help provide the best possible opportunities for them to build on their own thoughts and ideas.  Staff, very occasionally, miss opportunities to encourage children to build on their independent learning skills further. For example, at times, they are too quick to offer to do something for the children, such as picking up the things that they drop, rather than encouraging them to do it for themselves.

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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 activities to help support children to use their own thoughts and ideas further  make the most of opportunities for children to consistently build on their independence skills and manage even more tasks by themselves.

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Inspection activities

 The inspector observed children and their interactions with the staff.  The inspector held discussions with the management team.  The inspector conducted joint observations with the manager.  The inspector took account of the views of parents and children.  The inspector viewed a sample of documents including children's learning records.

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Effectiveness of the leadership and management is good

Safeguarding is effective. Staff understand how to identify and report any concerns for children's welfare. The managers ensure that all staff keep their knowledge updated, such as safeguarding. They monitor staff performance regularly and identify training needs to help strengthen the quality of teaching. For example, staff use their knowledge and skills effectively to help support children who are learning English as an additional language. The managers develop close links with other professionals, such as local school staff. They share information effectively with school staff, and with staff at other settings children attend, to help support continuity in children's care and learning.

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Quality of teaching, learning and assessment is good

Staff provide a good range of opportunities to help children develop their mathematical skills. For example, children make shapes, such as triangles and squares, with construction materials. Staff skilfully extend children's learning further, for example, as they demonstrate how to make three-dimensional shapes, such as a cube. Staff plan interesting activities to help build on young children's communication and listening skills. For example, children follow instructions and they learn to play their instruments softly and loudly. Staff support older children to learn letter sounds and to read simple words.

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Personal development, behaviour and welfare are good

Children understand the rules and behavioural expectations that staff have for them. They follow routines, such as lining up in preparation to go outside. Children learn to take account of the needs of others. For example, when they finish an activity they remember to inform children who are waiting, so they may have a turn. Children develop healthy lifestyles and engage in a range of physical activities, such as outside. They develop their arm movements as they paint the wall with water. They learn to blow bubbles and then run around happily, as they chase and pop them. Staff and parents work in close partnership to help to develop children's understanding of the wider community. All families feel welcome and children learn to value differences.

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Outcomes for children are good

Children are happy and enjoy sharing experiences with their friends. For example, they use available resources to set up a barbeque and they pretend to grill and serve food to each other. They build on their understanding of the world, for example, they explore toy models of dinosaurs and learn to identify their names. Children develop their understanding of measures. Staff mark children's heights on a chart and children learn to use mathematical language, such as 'tall' and 'short', to help compare sizes. Children make good progress and are prepared well for their move to school.

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Setting details

Unique reference number EY481933 Local authority Sutton Inspection number 989821 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 - 5 Total number of places 26 Number of children on roll 54 Name of registered person Clare Louise Lawrence

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reference number

Date of previous inspection Not applicable Telephone number 07840 232 500

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reference number

Fairlands Pre School registered in 2014. It is located in North Cheam, Surrey. The pre- school opens five days a week, during term time only. It offers a variety of sessions and is open from 9am until midday on Monday, and from 9am until 2.45pm from Tuesday to Thursday. The setting supports children who have special educational needs. There are seven members of staff, of whom six hold childcare qualifications at level 3 and one holds a qualification at level 2. The setting is in receipt of free early education for children aged two, three and four years.

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reference number

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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reference number

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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reference number

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reference number

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reference number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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