Loxwood Pre-School

Inspection of Loxwood Pre-School School Field, Badgers Way, Nicholsfield, Loxwood, West Sussex RH14 0TJ

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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 Outstanding

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The provision is good

Staff warmly greet children into this nurturing and caring pre-school. They place a strong focus on children's personal, social and emotional development from the start. Staff build strong and trusting relationships with children, offering them lots of cuddles and reassurance. This helps children to feel safe and secure. Children smile as they see familiar faces. They delight in playing games with their friends, showing a sense of belonging.

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The provision is good

Staff plan a range of activities and experiences that spark children's interests and curiosity. For instance, children explore mixing colours to create different shades. They giggle as they enjoy the feeling of the paint on their fingers. Staff challenge children's learning by asking questions, such as how they can change the overall colour. Staff adapt activities to consider the age and abilities of children taking part. This supports all children, including children with special educational needs and/or disabilities (SEND), to make good progress.

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The provision is good

Staff are good role models and have high expectations for children's behaviour. They remind children of the key rules, such as being kind to others and walking when indoors. On the occasions when children struggle with their behaviour, staff take time to help them regulate their emotions. This helps children to understand what is expected of them, influencing their positive behaviour.

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need to do better?

n Leaders have worked hard to overcome staffing issues so that children receive consistency of care. They follow robust recruitment and vetting procedures to ensure that staff are suitable to work with children. Leaders prioritise staff's well-being, which has helped to build an effective team. Staff feel well supported and valued. This has greatly improved staff morale and the outcomes for children. n Leaders have devised a new curriculum that supports children's interests and curiosity. They consider topics to run alongside the activities and experiences they provide. Staff know children well and plan for their individual next steps in learning. However, the curriculum is still in its infancy and it is not embedded consistently. For example, some staff are not always confident in how they can put the curriculum intent into action through their teaching. That said, children remain motivated to learn and make good progress.

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need to do better?

n Staff support children's independence well. For example, they encourage children to tidy up and wash their hands before mealtimes. Staff help children learn how to open packets of food from their lunch boxes. This supports children's independence skills in preparation for school. n Staff support children with SEND well. They understand the importance of early

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need to do better?

20 September 2024 intervention. For example, they place a strong focus on observing and monitoring children when they first start. This helps staff to identify any gaps in learning and development swiftly. Staff work in partnership with parents and other professionals to make timely referrals. They put targeted plans in place to support children's development. This supports children with SEND to make good progress from their starting points. n Staff provide children with lots of opportunities to develop their physical skills. For instance, children develop their core strength as they climb and balance on apparatus, under the watchful eye of staff. Staff support children to develop their small hand muscles through a range of mark-making activities. Younger children make lines and circles with paint. Older children use tools that help them to grip with their thumb and two fingers. This helps children to build the

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need to do better?

strength in their hands to support their early writing skills. n Staff support children's communication and language well. They model language and comment on children's play. Staff incorporate songs, rhymes and stories into daily routines. For instance, children delight in singing along to familiar songs. They copy actions and joyfully clap their hands. n Overall, leaders implement effective supervision sessions and support for all staff. They support staff's professional development to improve their knowledge and skills. However, these processes are not embedded fully enough to improve teaching to a consistently high level. n Partnership with parents is effective. Staff communicate with parents and keep them up to date with their children's care and progress. Parents are invited to regular parents' meetings and fundraising events. Staff work with local schools and parents to ensure that children's transitions will be successful.

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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 support staff to have a clear understanding of the curriculum intent so that their teaching is consistently focused on what they want children to learn n build on the arrangements for staff mentoring, coaching and training to further develop their skills and raise the quality of teaching.

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Setting details

Unique reference number 113592 Local authority West Sussex Inspection number 10346845 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

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inspection

Total number of places 17 Number of children on roll 18 Name of registered person Loxwood Pre-School Committee

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reference number

Telephone number 01403 753284 or 01403 823824 Date of previous inspection 5 June 2019

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Information about this early years setting

Loxwood Pre-School registered in 1992. The pre-school is located in Loxwood, West Sussex. It is open from Monday to Friday, from 9am to 3pm, term time only. The pre-school employs seven members of childcare staff, four of whom are qualified to level 3 or above. 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 the 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 at appropriate times during the inspection and took account of their views. n The inspector spoke with the nominated individual and the manager about the leadership and management of the pre-school. 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 manager and the inspector carried out a joint observation during a group activity. n Parents shared their views on the pre-school with the inspector. n The manager showed the inspector documentation to demonstrate the suitability of staff.

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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

20 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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