The Orchard Community Pre-School

Inspection of The Orchard Community Pre-School 17a Elmside, Milford, Godalming, Surrey GU8 5EG

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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 beam with smiles as they arrive. Staff greet children warmly and discuss the many exciting activities that are set up for them. Children have strong relationships with their key person. Where younger children are still settling in, they cuddle with staff for comfort and reassurance. Children feel safe and secure as they are supported by caring and dedicated staff.

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The provision is good

Activities are available for children to freely explore and investigate. Staff prepare interesting resources that encourage children to share and take turns. For example, children play with play dough together and excitedly hide dinosaurs inside. When more children come to join in, staff encourage children to consider how they can include everyone fairly. Children kindly share out their resources with others. This promotes children's understanding of sharing and treating others with respect.

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The provision is good

Leaders have developed a curriculum that is broad and well balanced. They plan to build learning experiences around children's interests. This keeps children excited and motivated in their learning. For example, children show an interest in a 'space' theme. Staff use numbered rockets to increase children's understanding of counting and number recognition. Children gain knowledge to prepare them for their next stage of learning.

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need to do better?

n Leaders of the committee have not provided required information to Ofsted. Although the committee makes some of its own checks when new members join, Ofsted has therefore not been able to verify their suitability. This is a breach of requirements. However, committee members do not have unsupervised access to children, and this limits any impact on children's safety or well-being. n Young children receive plenty of support to develop their early communication skills. Staff play closely with them and provide new words. For example, when children play in the mud kitchen, staff use words such as 'mix' and 'stir'. Staff demonstrate the actions to support children's understanding. This increases children's language skills. n Children's love of reading is promoted. Staff read to children with enthusiasm and link stories to their current learning. Staff use voices to represent different characters. This inspires children, and they excitedly discuss other books and

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need to do better?

songs with a 'space' theme. Children listen attentively and remain engaged for long periods. n Staff promote the development of children's physical skills. For example, they provide activities such as painting and mark making. Staff plan these activities to strengthen the muscles in children's hands. This supports preparation for future learning, such as early writing. Staff encourage children to use different tools,

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need to do better?

15 November 2024 and children enjoy the sensory experience of feeling wet paint with their hands. Children build positive attitudes to play and learning. n Children begin to manage self-care routines themselves, such as washing their hands. At times, however, staff do not consider how to extend older children's independence during daily routines such as mealtimes. This means that children's independence skills are not consistently extended and increased. n Staff access training to continually raise standards of teaching for children. For example, staff increase their understanding of how to support children with special educational needs and/or disabilities (SEND). Staff confidently work with parents and professionals, such as speech and language therapists. They collaborate to put individual plans in place to support children with SEND. Through this, children receive a shared approach to their care and education.

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need to do better?

n Leaders put effective measures in place to reduce burdensome paperwork tasks for staff. Leaders work together to create a system where assessments are purposeful and accurate. Staff feel supported, knowing that any work-related pressure is consistently monitored and reduced by leaders. Staff report high levels of well-being and feel confident in their roles. n Parents speak highly of the pre-school. They explain that they are kept fully informed about their child's progress. Staff do this by inviting parents in and discussing children's work and future learning. Parents feel involved and are equipped with suggestions of how to extend children's learning at home. Parent partnerships are strong.

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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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Due date

provide the required information to ensure all members of the committee have their suitability verified by Ofsted. 13/12/2024

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should:

n strengthen support for older children to consistently develop and increase their independence skills.

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Setting details

Unique reference number EY477751 Local authority Surrey Inspection number 10367955 Type of provision Childcare on non-domestic premises

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Registers

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

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inspection

Total number of places 55 Number of children on roll 55 Name of registered person The Orchard Community Pre-School

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reference number

Telephone number 01483 427493 and 01483 427293 Date of previous inspection 4 March 2019

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Information about this early years setting

The Orchard Community Pre-School registered in 2014. It operates in Milford, Surrey. The pre-school opens from Monday to Friday, from 8.15am to 6pm, term- time only. It opens occasionally during the holidays and offers an after-school club for children attending Milford primary school. The pre-school receives funding to provide free early education for children aged two, three and four years. There are 10 members of staff who work with the children. Of these, eight hold relevant childcare qualifications between levels 2 and 3.

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Inspection activities

n The manager and inspector completed a learning walk together of all areas and discussed the early years curriculum. n The inspector spoke to children to find out about their time at the setting. n Staff spoke to the inspector during the inspection. n The inspector carried out joint observations of group activities with the manager. n The inspector spoke to several parents during the inspection and took account of their views.

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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

15 November 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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