The Orchard Community Pre-School

The Orchard Community Pre-School 17a Elmside, Milford, Godalming, Surrey GU8 5EG

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Inspection date 4 March 2019 Previous inspection date 11 May 2016

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This inspection: Good 2

Previous inspection: Good 2 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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This provision is good

n Parents are very happy with the pre-school and praise the support given by the manager and staff. Parents particularly comment on how well staff help children's transition to school. They are given regular information on what their child can do and how they can help them learn at home. n Children have access to a wonderfully designed outdoor area. They choose how they would like to play and have plenty of opportunities to dig in mud, jump in puddles and make marks. n Staff talk to children in a calm and respectful manner. Children understand how to manage their own behaviour and form good relationships with peers. They play cooperatively and take turns, supporting their social and emotional development well. n Staff actively encourage children's independence and their good hygiene routines. As a result, children manage their personal needs effectively and are well prepared for their next stage in learning.

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This provision is good

n Staff encourage children to develop their early writing skills well. For example, children choose to use chalks to write their names on the concrete in the garden. n The manager uses assessment information to monitor the progress of some groups of children, to target teaching and ensure any gaps in learning are closing. However, this process is not yet effective for all groups of children. n On occasion, staff are too enthusiastic to provide answers to questions before giving children the opportunity to think and respond 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

n extend the monitoring of the progress made by groups of children so that leaders have a clear picture of how well all groups of children are doing n increase opportunities for children to work out how to do things for themselves and how to solve problems.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching and support for children's learning, both inside and outside. n The inspector carried out a joint observation with the manager to assess the support for children's learning. n The inspector sampled a range of documentation, including staff suitabilty checks and monitoring systems. n The inspector observed how staff engage and teach children throughout the day. n The inspector spoke to parents who were dropping off their children on the day of inspection.

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Effectiveness of leadership and management is good

The manager leads a dedicated and highly committed staff team that works with other professionals effectively, such as speech and language therapists and paediatricians. This allows staff to plan activities to meet the needs of all children. Safeguarding is effective. Systems are in place to ensure that staff know what to do if they have any concerns about a child. All staff have an excellent understanding of wider safeguarding matters and how to protect the children who may be at risk from extreme behaviour or views. Staff receive regular supervisory sessions, reflect on their practice and identify areas for improvement. Staff have recently attended training to improve the quality of observations and assessments. This helps them to ensure that the pre-school is constantly improving.

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Quality of teaching, learning and assessment is good

Staff complete regular observations and assessments of children's achievements. They use this information well to plan for children's ongoing learning. There is a busy and purposeful atmosphere within the pre-school. All children are engaged in their learning as activities are based on their interests. Children with special educational needs are well supported. They take part in small focused groups with key staff, allowing them to develop new skills, such as listening and communication. Younger children are able to count as they explore the fruit during a tasting activity. Overall, staff support children's communication and language skills well. For example, they engage children in conversation and introduce new words, such as 'half' and 'quarter'.

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Personal development, behaviour and welfare are good

Children are independent. They manage risks and keep themselves safe. They enjoy regular visits from 'Toby' the cat and learn how to care for others. They develop an understanding about the world around them. Children love to practise new skills and are keen to share their achievements. For example, they proudly shout 'look I can balance on one leg!'. Staff are eager to support their self-esteem and children are given regular praise. Children develop good relationships with their key persons, who help them feel settled and secure, and therefore ready to learn.

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Outcomes for children are good

Children make good progress in their learning as they have plenty of opportunities to gain the necessary skills. Mathematics is taught particularly well. For example, children use the scales to weigh spaghetti and discuss if the number is higher or lower on the scales. Children demonstrate high levels of independence and are curious and imaginative in their play. For example, they use the muddy area and add water to create a dam, while other children use the water and other resources to create a home for penguins. Younger children use their senses as they paint with their hands and explore the soil to find the millipedes.

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Setting details

Unique reference number EY477751 Local authority Surrey Inspection number 10075981 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register Day care type Sessional day care Age range of children 2 - 5 Total number of places 26 Number of children on roll 41 Name of registered person The Orchard Community Pre-School

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reference number

Date of previous inspection 11 May 2016 Telephone number 01483 427493 and 01483 427293

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reference number

The Orchard Community Pre-School registered in 2014. It operates in Milford, Surrey. The pre-school opens on Monday to Friday from 8.30am to 3pm, for 38 weeks a year. It receives funding to provide free early education for children age two, three and four years. There are ten members of staff who work with the children. Of these, six hold relevant childcare qualifications between levels 2 and 3.

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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.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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