Woodlands Day Nursery and Pre-School

Inspection of Woodlands Day Nursery and Pre-School 2 Woodland Court, Oxted RH8 0NR

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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 Not applicable

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The provision is good

Children are confident and happy at the setting. Staff prepare a variety of activities for children to access when they arrive. For example, older children enjoy using watered-down paints on tissue paper and watching the colours spread. Children listen to instructions from staff, such as when they complete puzzles. Staff encourage children to look at the picture of the puzzle to work out where to place the pieces. Children persevere and show delight when they complete the puzzle. Children help staff choose helpers for the day who are given responsibilities to carry out, such as setting the table for lunchtime. Children are proud of being chosen to help with these tasks.

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The provision is good

Outside, staff support children to play together. For example, they promote turn- taking during group games such as 'What's the time, Mr Wolf?'. Children wait and listen to the number called and count out the steps they take. This helps to promote their mathematical development. At times during the day, babies join older children in the outdoor area. Staff supervise babies well to ensure their safety and encourage them to gain confidence as they explore the environment. For example, babies use different utensils to scoop and move wet mud into pots in the mud kitchen. They show curiosity and motivation as they develop new skills.

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need to do better?

n Mangers are reflective and regularly review and evaluate how well children's needs are being met. They have recently implemented changes to some of the policies and procedures and provided staff with updated training. This includes the procedure for when children sleep at the setting and how to handle children safely. n Staff receive regular supervision sessions and training opportunities. Managers place high priority on staff well being. Staff report how the improvements managers are making to the setting are having a positive impact on the staff team and children. Staff report how they feel very well supported in their roles. n Staff know their key children well and the skills they need to learn next. Staff monitor children's progress to help identify gaps in their development. Overall, opportunities are planned to help support children's learning. However, staff do not always focus their interactions precisely on the individual learning intentions

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need to do better?

for children. At times, children can become disengaged, and their play is less purposeful. n Children behave very well. They understand the rules and expectations of them. For example, children use sand timers independently to help them to take turns. Children know they need to wash their hands after painting. Staff help children to remember the rules of games, and children use this knowledge when playing independently with each other. For example, children remind each other of

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need to do better?

9 July 2024 whose turn it is next when playing ball games together. n Children's physical development is promoted. Staff set up obstacle courses outside and help children balance as they walk over raised beams. Babies pull themselves up to standing and move around, using low-level furniture for support. They have the opportunity to explore outside. Children use their fine motor skills to make large creations out of small wooden blocks. They take their time and persevere as they position each block carefully. Staff celebrate children's achievements. n Staff provide opportunities to help promote children's communication and language. For example, they read books to children and encourage them to join in. Children anticipate what might happen next and recite parts of the story they have heard before. Staff use props and instruments to help engage babies in singing. Babies show delight as they listen to nursery rhymes.

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need to do better?

n Parents are happy with the care their children receive and know who their child's key person is. They are updated daily, via an online portal, about the activities their children have taken part in and what they have been learning. However, managers do not always ensure parents are kept fully informed about specific matters relating to their children's individual needs. n Staff promote children's independence at mealtimes. Older children help to set the tables for lunchtime. Children enjoy a hot cooked lunch and are encouraged to serve themselves. Babies are helped to pour their own drinks, and younger children know that they need to scrape their plates into a bowl when they are finished eating.

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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 strengthen staff practice to ensure learning opportunities are well sequenced and focus more precisely on supporting children's individual learning intentions n improve how information is shared with parents so that they are fully informed about specific matters relating to their children's needs.

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Setting details

Unique reference number 2697156 Local authority Surrey Inspection number 10353643 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 46 Number of children on roll 51 Name of registered person Little Garden Day Nurseries Limited

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reference number

Telephone number 01883 373777 Date of previous inspection Not applicable

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Information about this early years setting

Woodlands Day Nursery and Pre-School registered in 2022. The nursery is open each weekday from 7am to 6.30pm for 51 weeks of the year. The nursery employs 16 staff to work directly with the children. Of these, nine hold appropriate qualifications. The setting provides funded early education for three- and four-year- old children.

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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 their evaluation of the provider. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want their children to learn. n Children spoke to the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n Parents shared their views on the setting with the inspector.

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Inspection activities

9 July 2024 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

9 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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