Woodlands Early Learning Ltd

Inspection of Woodlands Early Learning Ltd 176 Segensworth Road, Fareham PO15 5EJ

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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 benefit from being in the care of staff who know them well. Staff recognise the importance of building strong bonds with children to support their emotional well-being. Children show they feel safe with staff. For example, they snuggle in for comfort, and seek staff out to play with them. Staff allow children plenty of calm and unhurried attention when they first start. They notice what children like to do and what helps to soothe them if they are upset. For instance, staff sing familiar songs to new babies. This helps them to settle in swiftly, ready to play and learn.

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The provision is good

Leaders plan a curriculum for children that is ambitious and that helps to prepare them for their next challenge. For instance, older children learn to play cooperatively as they complete jigsaw puzzles. Staff encourage them to communicate to their friends, help each other and take turns. Staff support children to be curious learners. For example, they invite younger children to look at earthworms and woodlice they find outdoors. Children show fascination in their learning, encouraged by attentive staff.

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need to do better?

n Staff understand how children learn. They use this knowledge to plan effective support for children, adapting the curriculum to meet their needs. For instance, staff in the baby room have increased the number of opportunities for babies to pull themselves to standing. They know children need to develop strength in their legs before they can walk. Staff provide effective support for children's developing physical skills. n Children with special educational needs and/or disabilities (SEND) have good support. Staff receive training to ensure they can offer high-quality interventions to help children make progress. For instance, staff use alternative forms of communication with children to help them make their needs and wants known. Staff work effectively with other professionals involved with children. This supports high levels of continuity for children's care and learning. n Staff are positive role models for children's speech. Young children enjoy lively

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need to do better?

song times and engaging stories, shared with enthusiastic staff. Leaders encourage parents to support their children to develop a love of reading. For instance, they signpost families to their local library, and offer a lending library at the nursery. This helps to support children's early literacy skills. n With support from staff, children are learning to manage their feelings and emotions. They listen to what staff say and readily follow instructions, such as during transitions between activities. Staff step in swiftly to help children recognise their emotions if they struggle to regulate their behaviour. Staff offer children different strategies to help them, supporting all children to develop

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need to do better?

30 October 2024 positive attitudes to each other and their learning. n Generally, staff make good use of daily routines to support children's learning. For instance, they build in opportunities for regular songs and stories, and small- group times to talk to children. At times, though, the organisation of some daily routines is not effective. For example, younger children become upset, and older children lose attention and motivation. Children wait unnecessarily for staff to be ready before they can move on with their learning. n Leaders encourage staff to develop their skills and knowledge. This helps them to provide generally good-quality interactions with children. For example, staff notice babies look with interest at coloured bottles and encourage this. However, sometimes, staff do not fully consider how to build on what children know and can do. Staff do not recognise when they can add in new ideas to support

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need to do better?

children's learning. n Leaders ensure children have nutritious meals and snacks. They encourage children to develop healthy and active lifestyles. For example, children benefit from plenty of uninterrupted time to play energetically in the inviting outdoor space. n Staff support children to develop an understanding of the wider world. For instance, they take children on outings to local woodlands and parks. Staff regularly take children to visit a local care home. Children see different people and different places, and learn about diversity.

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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 review and improve the organisation of daily routines to minimise children's waiting times n support staff to strengthen their teaching to ensure that they consistently offer children the help they need to build on their learning.

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Setting details

Unique reference number EY535837 Local authority Hampshire Inspection number 10367177 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register Day care type Full day care

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inspection

Total number of places 64 Number of children on roll 136 Name of registered person Woodlands Early Learning Ltd

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reference number

Telephone number 01489 605495 Date of previous inspection 14 February 2019

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Information about this early years setting

Woodlands Early Learning Ltd registered in 2016. It operates from Fareham, Hampshire. The setting opens Monday to Friday, 7.30am until 6pm, for 51 weeks of the year. The pre-school is in receipt of funding for the provision of free early education for children. The provision employs 16 members of childcare staff. Of these, eight staff hold appropriate early years qualifications at level 3.

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Inspection activities

n The manager joined the inspector on a learning walk and talked to the inspector about the curriculum and what they intend for the children to learn. n The inspector observed the quality of education being provided and assessed the impact this was having on children's learning. n The inspector talked to the staff and children at appropriate times during the inspection. n The inspector completed two joint observations with the manager. n A meeting was held between the inspector, manager and deputy manager. The inspector looked at relevant documentation and saw evidence of suitability of staff. n Parents shared their views of the setting with the inspector.

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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

30 October 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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