Langley Vale Pre-School

Inspection of Langley Vale Pre-School Village Hall, Rosebery Road, Langley Vale, EPSOM, Surrey KT18 6AF

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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 are happy in this pre-school. They confidently leave their parents and carers at the door. Children demonstrate that they feel safe and secure in staff's care. From the outset, staff incorporate children's choices into their day. For example, children use colour cubes to vote for the book they would like staff to read. Staff use stories as a way of introducing new words, such as 'lily pad' and 'toadstool'. This supports children's growing vocabulary.

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The provision is good

Staff plan plenty of opportunities for children to develop their physical skills. For instance, children develop their core strength as they walk along balancing beams and use ride-along cars. Staff support children to develop their small hand muscles. For example, younger children use tweezers to pick up toy frogs. Older children use their thumb and fingers to pick up small shapes to make patterns. This helps children build the strength in their hands and fingers to support their early writing skills.

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The provision is good

Children behave well. Staff support children's behaviour with a consistent approach. They are good role models, with expectations for children's behaviour. For instance, staff help children recall the rules and boundaries of the pre-school. Staff are sensitive and praise children when they make good choices. Children know the routines well. This supports their positive attitude to learning.

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need to do better?

n The provider and staff designed a clear curriculum focused on supporting children to develop their listening, attention, communication and social skills. The staff have a good understanding of what they want children to learn and why. Staff carefully plan the environment based on children's interests and next steps in learning. All children, including those with special educational needs and/or disabilities (SEND), make good progress in their learning. n Staff develop children's communication skills and vocabulary. They introduce a wealth of stories based on the children's choices. Staff read stories animatedly and engage children well. They allow time for children to recall their previous learning. For instance, as staff read stories about ponds, children recall feeding the ducks. Staff use factual books to extend children's knowledge further. For instance, they plan interesting small worlds focused on pond life to further

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need to do better?

introduce new words and ideas. This helps children consolidate their learning. n Staff use a range of opportunities to support children in their emerging understanding of mathematics. They model counting and use opportunities to extend children's mathematical language. For example, staff teach children to count as they construct towers from blocks. Staff play alongside children as they introduce new words and concepts, such as 'big' and 'small'. This helps children

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need to do better?

13 September 2024 to start to compare different sizes. n Children learn how to keep themselves healthy. For example, before mealtimes and after using the toilet, children know to wash their hands. Staff teach children about the different foods that are good for them. This helps promote children's good health. n Staff help children to value their uniqueness and learn about their cultures through some resources. However, the planned curriculum could be further developed to help children learn about people and cultures beyond their own communities. This means children do not always have broad experiences to learn about others. n Staff promote children's behaviour well. They gently remind children to use their manners and give children time to negotiate sharing resources. This helps children to manage their behaviour and develop kind friendships. n Staff swiftly identify any children that will benefit from additional support. They

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need to do better?

work with other professionals and use advice to develop plans specific to meet the needs of the children. This helps all children, including children with SEND, make good progress from their starting points. n Staff share information regularly with parents about their children's needs and ideas for activities to do at home. Parents report that the staff team is 'excellent', and these ideas help their children to make good progress in all areas of their development. n Leaders are very passionate about the pre-school and the team. Staff report that they feel well supported in their roles. They appreciate the opportunities to develop their knowledge. For example, staff have undertaken training to support children's language and communication skills. This has supported them to plan group times to further develop children's language skills.

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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 the opportunities for children to learn about communities and families beyond their own.

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Setting details

Unique reference number 122507 Local authority Surrey Inspection number 10351112 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 26 Number of children on roll 7 Name of registered person Epsom Downs Playgroup Committee

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reference number

Telephone number 01372 271788 Date of previous inspection 8 October 2018

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Information about this early years setting

Langley Vale Pre-School registered in 2001. It operates in Epsom, Surrey. The pre- school opens from Monday to Friday, term time only. Sessions are from 9am to 12pm. The pre-school employs four members of childcare staff. Of these, three hold an appropriate early years qualification at level 3. The pre-school provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The manager and inspector completed a learning walk together of all areas of the pre-school and discussed the early years curriculum. n The inspector talked to staff, parents and children at appropriate times during the inspection and took account of their views. 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 The inspector carried out a joint observation of an activity with the manager. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the pre-school.

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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

13 September 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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