Little Villagers Pre-School

Inspection of Little Villagers Pre- School Little Villagers Pre-School C/o Woodcote House School, Snows Ride, Windlesham, Surrey GU20 6PF

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Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Not applicable

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The provision is outstanding

Children thrive in the pre-school. They benefit from highly impressive individual settling-in arrangements. Staff work closely with parents to ensure that they understand the unique needs of each child. This supports children's emotional development extremely well and helps them to build secure attachments with their key person. Children are welcomed into the pre-school by warm, welcoming and enthusiastic staff. They settle quickly and are extremely eager to explore the highly stimulating environment.

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The provision is outstanding

Children are eager to engage in extensive activities that develop their knowledge and skills across all areas of the curriculum. They demonstrate a tremendous attitude to learning. All children, including those with special educational needs and/or disabilities, are eager to explore, investigate and find out new things.

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The provision is outstanding

Children's behaviour is exemplary. Staff encourage children to talk about their feelings, which helps them to understand the impact that their behaviour choices can have on others. Children manage their own behaviour impressively as they follow rules and negotiate with others. For example, they politely ask others if they can have a turn using equipment. Children demonstrate a comprehensive understanding of the difference between right and wrong and avoid conflict and dispute. They play harmoniously alongside each other, share, take turns and are polite and respectful.

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need to do better?

n Staff meticulously plan learning experiences for individual children, considering how to build on children's prior knowledge. They expertly support children to develop their thinking skills. For example, when discussing an oval shape, they encourage children to make connections to objects of the same shape. Children identify that a rugby ball is an oval shape. n Respect for others is fully embedded into practice. Staff are highly successful at giving children experiences that promote an understanding of people beyond their own family and community. Children learn about different cultures and what it would be like to be a child from another country. For example, staff invite parents into the setting to read stories to children in their home languages and talk about their traditional culture and celebrations. n Staff place a significant focus on supporting children's communication and language skills. Children with speech and language delays benefit from one-to-

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need to do better?

one experiences to help boost their listening, attention and speaking skills. Staff use highly effective teaching strategies, including modelling good language, repeating, recalling, and questioning children to determine their level of understanding. This enables them to adapt their approach to meet the individual

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need to do better?

22 February 2022 needs of children. Subsequently, all children make significant progress in their learning. n Partnerships with parents are exceptional. Pre-school staff keep parents well informed and updated about their children's learning through daily discussions, observations and regular assessments. Parents speak very highly about the pre- school. They comment on how well staff support children and how they make suggestions on how parents can support learning at home. This helps to ensure that learning and development are consistent and children achieve the best possible outcomes. n Children develop an interest in mathematics from a young age. Staff skilfully incorporate the use of numbers and counting into everyday conversations and play. For example, children count the number of scoops of water it takes to fill up a jar and record this. When they repeat the activity, they identify that it took one more scoop the second time. Older children confidently count to 20.

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need to do better?

n Staff have a critical approach to evaluating activities to make sure they have the maximum impact on children. They discuss children's interests after each session and use these to extend children's knowledge further. For example, staff identify that children are curious to explore what happens when some colours are mixed. They respond by planning further opportunities for children to experiment using a wider range of colours. Staff question children to see if they can predict what colours they will create. n Children have access to an excellent variety of books. They readily sit and look at books in the 'book area'. Children animatedly talk to adults about their favourite books and describe what happens in them. For instance, they talk about the character in the book blowing up a balloon. They giggle when they recall the balloon making a large popping sound when it bursts. n Leaders and managers provide excellent supervision and training to develop

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need to do better?

staff's knowledge and skills. This helps to continually improve the excellent outcomes for children.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders and managers ensure that staff keep their safeguarding knowledge up to date. For instance, staff complete regular training and discuss safeguarding issues in staff meetings. Staff have an excellent understanding of how to deal with concerns about children's welfare. They are familiar with the whistle-blowing policy and procedures for reporting allegations or concerns about adults working with children. Staff have an exceptional understanding of the signs and symptoms which may indicate that children are at risk of harm. This includes safeguarding issues such as exploitation, radicalisation and female genital mutilation. The provider implements safer recruitment procedures to ensure that all staff are suitable to work with children.

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Setting details

Unique reference number 2552343 Local authority Surrey Inspection number 10215765 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 39 Number of children on roll 57 Name of registered person Village Pre Schools Limited

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reference number

Telephone number 01276 473845 Date of previous inspection Not applicable

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Information about this early years setting

Little Villagers Pre-School moved premises and re-registered in 2019. The pre- school is located in Windlesham, Surrey. It operates Monday to Friday, between 8.30am and 4pm, term time only. The pre-school employs 14 staff, including four bank staff. Of these, two hold a level 4 qualification, six hold a level 3 qualification, two hold qualified teacher status, and three are unqualified. There is one Forest School Leader. The setting receives funding to provide free early education for children aged two, three and four years.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in her evaluation of the provider. n The manager and the inspector completed a learning walk together and discussed how the curriculum is organised. n The inspector carried out a joint observation with the manager and discussed the quality of teaching. n The inspector asked staff questions throughout the inspection to establish their understanding of how to safeguard children, and how they assess and plan for children's learning. n The inspector observed the interactions between staff and the children and considered the impact on children's learning. n The views of the parents were gathered through face-to-face discussions.

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Inspection activities

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.

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Inspection activities

22 February 2022 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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