Fetcham Village Pre-School

Inspection of Fetcham Village Pre- School Fetcham Village Infant School, School Lane, Fetcham, LEATHERHEAD, Surrey KT22 9JU

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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 arrive eager to start their day at this warm and nurturing pre-school. They are greeted by familiar staff, who talk to them about their morning. Staff take the time to get to know the children and their families well. This helps children feel safe and secure from the outset.

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The provision is good

Leaders and staff plan a highly ambitious curriculum that focuses around children becoming sociable independent learners. Children smile with delight as they go on a 'bear hunt'. Staff ensure that children have ample resources that ignite their imagination and support children's passion for stories. For example, children tiptoe with their clipboards, maps and binoculars, looking for the bear in the shed that has been transformed into the bear's cave. They work together as they whisper the story in each other's ears and roar when they have found the bear. This helps children make connections with their previous learning, as they recall the sequence of familiar stories.

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The provision is good

Staff help children to follow the rules and expectations of the pre-school. For instance, staff sing in a quiet voice to help children understand changes in daily routines. Children confidently gather on the carpet for group circle time and tidy away their toys when asked to do so by staff.

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need to do better?

n The newly appointed leadership team has a clear understanding of the learning intentions in its curriculum, which is well sequenced to help children remember previous learning. For example, leaders use weekly themes to support the development of the curriculum, such as 'We're Going on a Bear Hunt'. They weave these themes across the activities on offer for the children. Overall, this helps children to consolidate and build on their prior knowledge. n Mostly, staff support children's communication and language well. They consistently introduce new words. For example, they describe play dough as 'Superworm'. Staff are skilful and give children time to think. Children start to recall the story and sing the familiar phrases from the book. However, there are fewer opportunities to support children who speak English as an additional language to further support their communication. This means that, occasionally,

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need to do better?

staff do not adapt their interactions so that children benefit from the planned learning. Sometimes, children lose their focus and leave the activities. n Staff promote children's independence and personal hygiene practices. For example, children pour their own drinks at mealtimes and hang their own belongings up when they start their day. This helps them to care for their belongings and manage their needs. n Leaders focus on developing children's knowledge of the world around them. For

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need to do better?

23 May 2025 instance, children have created a planting area, with lavender and vegetables. Staff teach children how to water the plants and encourage children to smell the herbs. Furthermore, children eagerly talk about the wormery and pink worms as they observe the patterns in the soil. This helps children learn about nature and the world around them. n Staff are skilful at managing minor disagreements between children positively. For instance, they implement strategies, such as the use of sand timers, to support children to learn to share and take turns. This helps children develop their good behaviour. n Leaders swiftly identify any children who will benefit from additional support. They use advice to develop specific plans to meet the needs of the children. For instance, children have targeted daily intervention sessions with their key person. This helps all children make good progress from their starting points.

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need to do better?

However, leaders are not as successful in developing working partnerships with other settings that the children attend. This means that children who attend other settings sometimes lack consistency in their learning. n Staff share information regularly with parents about their children's learning and development. Parents excitedly talk about going on a 'bear hunt' in the local community with their children. For example, leaders set up small teddy bears in the local village shops for children and parents to find. Parents report that these ideas are fun and help them take part in their children's learning.

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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 help staff to develop an understanding of how to support language development for children who speak English as an additional language n develop partnerships with other settings that the children attend to promote continuity in children's learning and development.

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Setting details

Unique reference number EY337910 Local authority Surrey Inspection number 10394545 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 30 Number of children on roll 49 Name of registered person Fetcham Village Pre-School

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reference number

Telephone number 01372 361130 Date of previous inspection 11 September 2019

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Information about this early years setting

Fetcham Village Pre-School registered in 2006. It is located in the grounds of Fetcham Village Infant School in Surrey. The pre-school is open each weekday from 8.35am to 3pm, term time only. The pre-school receives funding for the provision of early education for children aged two, three and four years. The pre-school employs 13 members of staff. Of these, one has qualified teacher status and 10 hold appropriate early years qualifications above level 2.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n Leaders 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 spoke to several parents during the inspection and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the pre-school.

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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

23 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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