Foundations Community Pre-School Ltd

Inspection of Foundations Community Pre-School Ltd St Peter's Church Centre, Church Street, Old Woking, WOKING, Surrey GU22 9JE

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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 Outstanding

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The provision is good

Children are happy, settled and show high levels of emotional well-being. Leaders and staff provide a wide range of activities to support children to understand and express their feelings. They quickly notice when children are struggling to regulate their emotions and offer support. For instance, they use comments such as 'I understand how you feel' and 'What can I do to help?' These positive interactions support children to develop the skills they need to manage their feelings and behaviours. Children are kind and caring. They notice when others may be feeling sad and often 'check in' to see if they are okay.

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The provision is good

Children demonstrate a positive attitude to their learning. They are eager to explore and learn by trial and error as they seek out new challenges. For example, when using apparatus, they carefully position themselves safely and explore a variety of ways to move across these. Staff ensure they are close by for help if needed and frequently praise children for their efforts and achievements. These experiences help children to take age-appropriate risks and develop a 'can-do' attitude.

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The provision is good

Children make good progress from their starting points. Leaders have constructed an ambitious curriculum to ensure that all children, including those with special educational needs and/or disabilities (SEND), develop the skills they need for the future. Children successfully complete tasks independently, ask for help when needed and are enthusiastic to learn and find out new things.

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need to do better?

n Leaders and staff are committed to providing high-quality, inclusive care and education for all children and their families. They collaborate closely with parents and other professionals to ensure that children with SEND receive the targeted support they need to close any gaps in their learning. n Leaders and staff place a strong focus on supporting children's communication and language skills. They interact effectively with children, using simple words and sentences to support their understanding. Staff use repetition and clear pronunciation to help children to hear and learn the correct words. As a result, children with limited language skills are rapidly expanding their vocabulary. All children show a strong interest in stories, songs and rhymes and confidently express their needs through verbal and nonverbal communication. n Overall, staff engage well with children, and teaching is effective. During

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need to do better?

activities, they ask children questions to check what they know, identify misconceptions and provide explanations. For instance, when children do not know why a spider spins a web, staff explain these are sticky and help the spiders to catch other insects. However, at times, staff do not notice when quiet

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need to do better?

8 May 2025 and less-confident children need help to join in with activities. This means that occasionally these children do not fully benefit from the learning experiences provided. n Leaders and staff promote children's health and well-being effectively. Children benefit from regular fresh air and exercise as they play in the well-resourced outdoor environment. They understand the importance of following good hygiene routines and participate in activities to help them to keep themselves safe online. Parents are encouraged to provide healthy meals and snacks, and staff use mealtimes to talk to children about the importance of making healthy food choices. These positive experiences help to support children's physical and emotional health. n Overall, children behave well. They demonstrate kindness and care towards others and engage in cooperative play. However, on occasion, staff do not always identify when some children become overly excited and adapt the

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need to do better?

routines in response to this. This results in brief periods of disruption, which impacts the learning environment for others. n Leaders and staff have developed good relationships with parents. They ensure that they are included in all aspects of their children's care and learning. For example, through meetings and making suggestions on how learning can be supported at home. Parents express that they appreciate being kept informed about the various experiences their children enjoy. They comment on the significant progress their children have made since attending the pre-school.

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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 support staff to develop their awareness and strategies for engaging quieter and less confident children during activities n help staff to identify when children become overly excited and take timely action to adapt routines or provide calming strategies.

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Setting details

Unique reference number EY410691 Local authority Surrey Inspection number 10394745 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 30 Number of children on roll 35 Name of registered person Foundations Community Pre-School Ltd

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reference number

Telephone number 07401104506 Date of previous inspection 23 September 2019

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Information about this early years setting

Foundations Community Pre-School Ltd registered in 2010. It is situated in Old Woking, Surrey. The pre-school operates on Monday to Thursday from 8.30am to 3.30pm and Friday from 8.30am to 12.30pm. The pre-school employs seven members of staff, five of whom hold a level 3 early years qualification. The pre- school receives funding for the provision of early education for children aged two, three and four years.

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Inspection activities

n The manager and the inspector completed a learning walk together and discussed how the curriculum is organised. n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n The inspector carried out a joint observation with the manager and discussed the quality of teaching. n The inspector asked staff questions to establish their understanding of how to safeguard children and how they assess and plan for children's learning. n The inspector took account of the views of parents through face-to-face and written feedback provided.

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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

8 May 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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