The Learning Experience Leatherhead

Inspection of The Learning Experience Leatherhead Horizon West, Randalls Way, Leatherhead KT22 7TW

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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 Not applicable

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The provision is good

Children are happy and settled at this welcoming nursery. Staff are warm, nurturing and understand the importance of promoting children's emotional well-being. This is reflected in the relationships children have with staff and how successfully new children are supported to settle. Children demonstrate trust in those that care for them and are happy and comfortable in the staff and each other's company. Their personal, social and emotional development are supported well.

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The provision is good

Children gravitate towards a range of thoughtfully planned activities and play experiences. The environment is well-thought-out and considers children's individual curiosities and interests. This enables children to be motivated in their play and learning. Staff build on children's skills by providing them with appropriate next steps as they expand their knowledge. For instance, children enjoy activities set around current learning, such as the weather. They use their creative imaginations to design individual umbrellas. Staff talk to children about umbrellas being multi-purposeful as they protect them from rain but also provide shade in hot weather. Children listen intently and share their own thoughts and ideas. These back-and-forth discussions effectively support children's communication and language skills.

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The provision is good

Staff are positive role models and have high expectations of children's behaviour. Consequently, all children are well-supported as they begin to learn right from wrong. In addition, staff offer ample praise and encouragement as children are provided with challenge in their learning. As a result, children are well-supported to strengthen their resilience as they persist and achieve new skills.

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need to do better?

n Leaders take prompt action to strengthen the procedures in place following any incidents. For example, they have improved arrangements to support children who may have allergies and intolerances. This includes reviewing risk assessments and providing appropriate training to staff to ensure processes are consistently adhered to. n Leaders, alongside their staff team, have a clear and ambitious vision of what they want children to achieve. They plan and deliver a well-thought-out curriculum. Staff provide meaningful experiences across all seven areas of learning. This helps ensure children have access to a broad curriculum. Staff know what skills children have learned, what they want to teach them next and why. This prepares children for future success. n Staff promote a love of books by reading to children in a way that captures their attention. Children listen to the stories with increasing interest. They have

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need to do better?

access to a wide range of books and will look at them independently. Children

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need to do better?

30 April 2025 handle books with care and respect and are learning that print carries meaning. This supports their emerging literacy skills. n Although key person arrangements are in place, they are inconsistent. For instance, there is a buddy key person system. However, this is not fully effective in practice. Processes in place to ensure important information is shared between staff are not always fully effective. Nevertheless, staff make good use of their time to get to know children and to create positive relationships. n Children have an abundance of opportunities to develop their physical skills. Babies have access to an enabling environment that is carefully planned by staff to support their early movements. Older children delight in climbing, negotiating space and balancing. This supports children's core muscle development. In addition, they have opportunities to develop their fine motor skills in a variety of

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need to do better?

ways. For instance, children excitedly explore play dough and use chunky crayons to make marks. These activities support children's small muscle development and dexterity in preparation for early writing. n On the whole, the provision for children with special educational needs and/or disabilities (SEND) is effective. Children have detailed targeted plans in place and support is swiftly identified. However, leaders do not always recognise that some aspects of the daily routine do not always meet individual children's needs, including those with SEND. Despite this, children with SEND are making good progress in their learning. n Leaders and staff recognise the importance of parental partnerships. They continually seek ways to ensure parents are kept up to date with children's learning. Parents speak positively about theirs and their children's experience at the setting.

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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 strengthen the consistency of key person arrangements for children and ensure all information is shared effectively between staff n improve aspects of the daily routine to ensure the needs of all children, including those with SEND have their needs consistently met.

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Setting details

Unique reference number 2757329 Local authority Surrey Inspection number 10395329 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 170 Number of children on roll 101 Name of registered person TLE at East Finchley UK Limited

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reference number

Telephone number 02084442638 Date of previous inspection Not applicable

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Information about this early years setting

The Learning Experience Leatherhead registered 2023. The setting employs seventeen members of childcare staff. Of these, ten hold appropriate early years qualifications. The setting is open from 7.30am to 6.30pm, Monday to Friday, all year round. The nursery provides government funded early years places.

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Inspection activities

n The manager and inspectors completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n Children spoke to the inspectors about what they enjoy doing while at the setting. n The inspector carried out joint observation of a group activity with the manager. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the setting. 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

30 April 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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