Lindens Pre-School Group

Inspection of Lindens Pre-School Group 39 Highdown Avenue, Worthing, West Sussex BN13 1QL

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children thrive in this extremely homely, nurturing pre-school. They skip down the path when they arrive, full of enthusiasm and excitement to meet their friends and teachers. Staff support children's emotional well-being exceptionally well. The staff have continued with routines they started after the COVID pandemic and gently support children to say goodbye to parents at the gate. This change in routine has significantly supported children's self-confidence and their ability to separate from parents happily. Staff also recognise how well it encourages children to be ready for routines they will follow at school.

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The provision is good

Children behave well. They follow the clear guidance staff give. Staff are positive role models. They remind children of the importance of sharing and taking turns when minor disputes occur, but these are rare. Children form strong friendships and happily play in small groups. They share ideas and demonstrate good levels of patience, tolerance and respect for others. For example, when staff set up an obstacle course in the garden, children know they must wait for their turn.

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The provision is good

Staff support children's social skills particularly well. Older children play and learn extremely well alongside their younger friends. They develop responsibility and independence and show kindness towards each other. Younger children gain much from being with the older children. New children quickly settle into the group and make good progress from the moment they start.

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need to do better?

n The pre-school manager leads a strong, dedicated, long-serving team. She makes good provision to promote staff well-being and offers plenty of training and development opportunities. Staff confirm they feel valued and supported. The team works together very well and this is reflected in how well the setting is organised and how smoothly the daily routine runs. n Staff consistently plan activities linked to children's interests and with clear learning intentions. Staff use their knowledge of what children need to learn next in order to make activities appropriately challenging for every child. A good focus is given towards supporting learning outside. Staff have shown children where aphids are nesting in the willow den and children excitedly go and look for them and study them with magnifying glasses. Children soak up the knowledge and new information staff give them. For example, they confidently explained to

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need to do better?

the inspector how ladybird larvae hatch into ladybirds and find them in the garden to show what they look like. n Teaching is consistently good. Since the COVID pandemic, staff have noticed that some children need extra help with their language skills. Children benefit from small-group activities so that they can hear the correct pronunciation of

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need to do better?

4 July 2024 individual letters and blended sounds. This has contributed towards children's improved ability to speak clearly and communicate confidently. n Children demonstrate how happy and safe they feel. Staff are vigilant in ensuring the pre-school environment remains safe and secure for children at all times. Rigorous risk assessments and safeguarding arrangements ensure that children's safety is given high priority. n Staff form good partnerships with parents and exchange regular information about what children are learning at pre-school. Some good strategies are used to encourage effective links for children between home and pre-school. For example, older children bring in 'treasure baskets' with special items from home to talk about. However, staff have not fully extended their links with parents to encourage even closer involvement in their children's learning at home. n The pre-school curriculum has a strong emphasis on connecting with every child.

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need to do better?

When children approach a staff member and say, 'I just need a cuddle,' this is instantly given. Staff know the children well and use every opportunity to build children's tolerance, stamina and ability to manage new situations. This focus prepares children well for future learning and starting school. n There is good provision in place to support children with special educational needs and/or disabilities (SEND). Staff quickly identify any child who may need additional help and this is provided promptly. Staff and parents work closely together to share strategies and to ensure consistency for children. Specialist teachers also visit the pre-school regularly and offer extra support when needed. Children with SEND make good progress in their overall learning and development and are well prepared for starting school.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n develop the links with parents to help them become more fully involved in children's learning.

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Setting details

Unique reference number 113578 Local authority West Sussex Inspection number 10351259 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Sessional day care

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inspection

Total number of places 52 Number of children on roll 33 Name of registered person Tovey, Wendy, Violet Ann

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reference number

Telephone number 01903 268919 Date of previous inspection 18 October 2018

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Information about this early years setting

Lindens Pre-School Group has been established since 1979. It opens during school term times, Monday to Friday, from 8.45am to 2.45pm. Funding is accepted to provide early education for children aged two, three and four years. A team of six staff works with the children. Of these, four hold relevant early years level 3 qualifications.

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Inspection activities

n This was the first routine inspection the pre-school 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 their evaluation of the provider. n The pre-school manager completed a learning walk with the inspector and discussed how the curriculum is planned and delivered. n The inspector talked to staff about how they plan for children's learning and what they do to keep children safe. n Children spoke to the inspector about their friends and what they enjoy doing at pre-school. n A small number of parents shared their feedback on the pre-school with the inspector, and the written feedback from other parents was read and taken into consideration. n The inspector and pre-school manager completed a joint observation and evaluated how well teaching supports children's learning.

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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

4 July 2024 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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