Hazeltots Pre-School

Inspection of Hazeltots Pre-School Bellfields Youth Centre, Hazel Avenue, Guildford, Surrey GU1 1NS

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Good

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The provision requires improvement

Overall, children arrive happily and settle quickly. They are confident and engage in interesting activities that capture their curiosity. Children demonstrate that they feel safe and secure, as they seek help when needed and regularly share their achievements with staff. However, the daily routine is not planned effectively. This means that, at times, children's care needs are not met swiftly enough, and this has an impact on their well-being.

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The provision requires improvement

Staff provide children with opportunities to broaden their early understanding of mathematics. For example, children show an interest in making their own money in the creative area. Staff build on this interest as they create a pretend shop in the role-play area. This enables children to connect their knowledge as they serve their friends and take payment, counting out the money as they go. This helps children make sense of the world, while learning that money has value.

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The provision requires improvement

The support children receive to promote their good behaviour is variable. On some occasions, staff support children's behaviour well. For instance, they actively involve children when deciding on the pre-school rules and help them to understand why these are important in keeping them safe. Some children demonstrate their understanding as they remind each other to take off their shoes before entering the 'indoor physical area'. However, the weaknesses in teaching mean that during some activities, children lose interest and become disengaged, and their behaviour declines.

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need to do better?

n Children with special educational needs and/or disabilities receive high-quality support that helps them make steady progress from their starting points. This includes having access to exciting activities that precisely focus on their next steps in learning. However, not all children benefit from the same level of quality when it comes to extending their learning. This is because not all staff have a clear understanding of the planned intent for the activities on offer. This means that not all children receive the same opportunities to make the swift progress they are capable of. n Leaders provide staff with good opportunities to develop the knowledge and skills that enable them to meet some children's individual needs. For example, staff receive training on how to use specialist equipment and how to administer medication in order to support children who have mobility and health needs. This enables staff to provide tailored support to those who need it most.

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need to do better?

However, leaders do not monitor staff practice effectively to identify and address the weaknesses relating to teaching. This is reflected in the quality of interactions.

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need to do better?

26 February 2025 n Leaders and staff do not organise the daily routine in a way that is responsive to children's care and learning needs. For example, on occasion, transitions between activities can become chaotic, as some staff try to do too many things at once. This includes preparing for lunch, organising the children due to go home and leading a singing session with children staying for lunch. During this time, children who are wet from water play, remain in their wet clothes until staff finish the task at hand. This causes some children unnecessary discomfort until they are changed. This does not promote children's well-being. n The support children receive to develop their early communication and emerging speech is variable. Some children, including those who have gaps in their language and communication skills, receive tailored support and quality interactions that help them to be effective communicators. However, on

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need to do better?

occasion, children who are quieter and happy to play independently, receive limited interaction. This means that they miss out on regular opportunities to hear new language and practise their growing vocabulary. This does not ensure that all children have the same opportunities to become effective communicators. n Leaders prioritise children's physical development. They understand that this underpins children's ability to sit and concentrate, as well as supporting the skills they will need for future writing. They provide children with lots of opportunities to develop their large- and small-muscle skills, both inside and outdoors. Children develop coordination as they navigate slopes skilfully while operating ride-on toys in the garden. Children develop their pincer grip as they use chubby tweezers to pick up small items. Children learn to use scissors to cut a variety of materials. n Leaders and staff work very well with parents and other professionals that have

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need to do better?

involvement in children's care. Staff invite professionals, such as speech and language therapists, to discuss children they are working with and to set shared targets. This helps those who need extra support to catch up with their peers. Parents speak very highly about the pre-school, particularly the support their children receive and the progress they make. Parents receive regular updates about their child's progress and next steps in learning. This helps them extend children's learning at home.

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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

ensure practice monitoring arrangements are effective at identifying and addressing weaknesses in teaching, interactions and curriculum delivery, without delay 05/06/2025

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Due date

improve the organisation of routines, ensuring these are effective at prioritising children's care, learning and well-being 05/06/2025

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Due date

improve the quality of interactions so that all children receive the same opportunities to develop their communication and language skills. 05/06/2025

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Setting details

Unique reference number 120063 Local authority Surrey Inspection number 10380441 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 Full day care

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inspection

Total number of places 42 Number of children on roll 52 Name of registered person Hazeltots Pre-School Committee

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reference number

Telephone number 01483 570842 Date of previous inspection 10 June 2019

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Information about this early years setting

Hazeltots Pre-school registered in 1977 and is located in Guildford, Surrey. The pre- school operates Monday to Friday, from 8.15am to 3.45pm, term time only. The pre-school is in receipt of funding for the provision of early education for children who are eligible. The pre-school employs 11 members of staff, nine of whom hold relevant qualifications at level 3 or above.

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Inspection activities

n The manager and the inspector completed a learning walk together of all areas of the provision and discussed the early years curriculum. n The inspector talked to the manager, staff and children at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The inspector spoke with parents and took account of their feedback.

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Inspection activities

26 February 2025 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

26 February 2025 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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