Wee One's Day Nursery And Pre-School

Inspection of Wee One's Day Nursery And Pre-School The Clinic, 26 28 Bakers Lane, Lingfield, Surrey RH7 6HD

p.1

Overall effectiveness Good

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

p.1

The provision is good

Leaders have continued to make improvements since the last inspection. For example, with support from early years professionals, they have constructed a meaningful and engaging curriculum that matches children's interests, needs and abilities. There is a strong emphasis on developing and enhancing children's communication and language skills, such as through a range of stories. Children with special educational needs and/or disabilities (SEND), receive targeted interventions to address any gaps in their language development. In this way, children's vocabulary widens and they become confident communicators.

p.2

The provision is good

Staff provide a nurturing and stimulating environment where all children and families are welcomed. Children demonstrate a keen attitude to learning. They show growing levels of perseverance, resilience and critical thinking. For instance, if their tower structures collapse, children rapidly rebuild them by adapting the original design. Staff offer plenty of praise for children's efforts and achievements. Children beam with pride, showing a true sense of belonging and self-worth.

p.2

The provision is good

Staff recognise the importance of reminding children of the rules and boundaries expected of them. They consider the effectiveness of the techniques they apply to promote children's social skills, particularly sharing and taking turns. For instance, children are taught to use sand-timers to encourage fairness and patience. They behave well when consistent approaches are applied by all staff.

p.2

need to do better?

n Leaders possess a clear vision of what they want children to achieve. All staff share the same ambition and understand the curriculum intentions. Leaders offer staff high quality support and bespoke training opportunities to further enhance their professional development. They hold regular one-on-one meetings with staff to discuss their well-being and workloads. Consequently, staff feel greatly supported and work as a strong, cohesive team. n Staff foster children's love for books and a passion for reading. They focus on a story and use it to inspire a range of learning opportunities for children. Staff introduce new vocabulary and prompt conversations to expand children's understanding of the stories they hear. Children recall and re-enact parts of their favourite stories to reveal their understanding. This is illustrated when children make 'owl ice-cream' and 'Gruffalo crumble', and apply words, such as 'wart' and

p.2

need to do better?

'prickles' from 'The Gruffalo' story. Furthermore, staff keenly work with parents to ensure this excitement for stories continues at home. n Overall, teaching across the nursery is good. Staff know children well and generally make suitable adaptations to ensure all children access the curriculum and feel included. They liaise with outside agencies to get advice on ways to

p.2

need to do better?

19 March 2025 help bridge gaps in children's development. Strategies, such as the use of visual prompts, are consistently embedded in practice. For instance, staff use pictures to remind children what they need to do next. However, sometimes, staff do not plan, organise or deliver activities that build precisely on what individual children already know and can do. At these times, every child does not consistently make the best possible progress. n Children love to be active outdoors in the fresh air. Their physical development is supported very well. They are provided with fun and challenging activities to promote their fine and gross motor skills. For example, children focus well when throwing and catching balls, and mark-making with chalk, which help to develop hand control and co-ordination. Furthermore, opportunities for climbing and balancing on assault courses, strengthen children's core muscles, as well as

p.2

need to do better?

enhance their physical and mental well-being. n In general, the routines of the day work well, and children actively show sustained levels of involvement when choosing activities that interest them. However, on occasion, staff do not plan their focused group times effectively enough or ensure that daily routines and transitions are better coordinated. For example, while a member of staff shares a story, some children become restless and distracted by other staff who are organising the lunchtime routine. This affects children's ability for continuous attention, engagement and learning. n Leaders and staff develop secure connections with parents. The efficient settling procedures enable parents and children to establish close relationships with the staff from the outset. Staff support parents to continue children's learning at home. They regularly share information about what children are doing and learning, as well as their next steps in development. The transition arrangements

p.3

need to do better?

further support this. For instance, when children transfer to schools, the setting invites teachers into the nursery and hold meetings to consider how best to support children, including those with SEND.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n enhance planning, organisation and implementation of adult-led activities to ensure these are more finely tuned to suit individual learning needs of each child n support staff to plan and manage routines and group times more effectively to ensure children's continuous attention and engagement in learning.

p.3

Setting details

Unique reference number EY483933 Local authority Surrey Inspection number 10361845 Type of provision Childcare on non-domestic premises

p.4

Registers

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

p.4

inspection

Total number of places 30 Number of children on roll 29 Name of registered person Wee One's Day Nursery And Pre-School Ltd

p.4

reference number

Telephone number 01342 836884 or 07801 550400 Date of previous inspection 16 July 2024

p.4

Information about this early years setting

Wee One's Day Nursery and Pre-School registered in 2015 and is located in Lingfield, Surrey. The setting is open weekdays from 8am to 5pm for 48 weeks of the year. The setting provides funded early education for children aged three and four years. There are seven members of staff, three of whom hold a relevant early years qualification at level 2 or above. The manager is a qualified teacher.

p.4

Inspection activities

n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n Children spoke with the inspector during the inspection. n The inspector talked to staff 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 and the manager carried out joint observations of group activities. n Parents shared their verbal and written views of the setting with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

p.5

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.

p.5

Inspection activities

19 March 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6