Fennies Horley

Inspection of Fennies Horley Albert Road, Horley, Surrey RH6 7HS

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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 Requires improvement

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The provision is good

Children are happy and content at this nursery. They demonstrate a genuine love for learning. The thoughtfully planned environment staff provide supports children's sustained focus and curiosity. A sense of fun and excitement fills the nursery, as children immerse themselves in free play and exploration. Leaders articulate clear intentions to provide an ambitious and well-balanced curriculum. In turn, staff use their strong knowledge of each child to deliver meaningful and enjoyable learning experiences. This includes supporting children with special educational needs and/or disabilities (SEND) effectively, particularly when developing their social skills. Consequently, all children make good progress from their starting points.

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The provision is good

Leaders and staff recognise the importance of promoting children's emotional security. Staff are respectful of children and provide care giving routines sensitively. In addition, staff build strong and trusting bonds with children as well as their families. As a result, children are very well supported to build strong emotional attachments. Children who have recently started at the nursery are well supported to settle into nursery life. These considerations promote children's personal, social and emotional development well, enabling children to feel valued as they develop a positive sense of belonging.

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need to do better?

n Since the last inspection, there is a new on-site leadership team. All leaders have worked hard to address weaknesses identified at their last inspection. They, alongside their staff team, are passionate and dedicated to continuous improvement and strive to provide the best outcomes for children and their families. n Staff implement a curriculum that provides children with experiences across all areas of the early years foundation stage. Overall, staff implement the curriculum and target their teaching effectively. They know what skills they want children to learn and what they want to teach next. However, there are some inconsistencies in the delivery of the curriculum. Consequently, staff do not always plan as precisely as they could to help individual children continually build on what they know and can do. Despite this, all children make good progress in their learning overall. n There are effective processes in place to support children with SEND. Leaders

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need to do better?

and staff are dedicated to providing every child with the very best opportunities. They understand the importance of working in close collaboration with parents as well as other professionals to ensure children with SEND receive the targeted support they need. Staff set appropriate and realistic targets to enable children with SEND to make their own individual progress. n Children's communication and language skills are well considered. Staff use sign

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need to do better?

10 June 2025 language and gesture alongside spoken words to support the youngest children as well as those who speak English as an additional language or need some extra support. Staff encourage younger children to express themselves in age- appropriate ways, such as using clear, repetitive modelling of words. Older children are encouraged to share their own thoughts and ideas or to recall previously learned words in context, such as 'herbivore'. This supports all children to become confident communicators. n Regular staff supervision arrangements are in place. Staff report leaders are approachable and considerate of their well-being. However, these are not fully effective. For example, leaders do not precisely support staff to continually reflect and improve on their own practice. This does not fully support staff to continually improve their own personal effectiveness. n Staff promote children's independence very well. They role model and provide

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need to do better?

many opportunities for children to practise these skills. For instance, children independently learn to carry out daily tasks for themselves, such as putting on their coats in preparation for outdoor play. At lunchtime, children learn to competently use cutlery. Older children serve their own lunches and clear their plates. All day, children make their own decisions about where and what they want to play with. This supports children to develop their confidence and a positive sense of responsibility, in preparation for their eventual move to school. n Children behave well. Staff implement consistent rules and routines, helping children understand their high but appropriate expectations. For example, children know they tidy up and wash their hands before meals. Strong key- person relationships help children learn to recognise and manage their growing emotions. Staff support children to navigate minor conflicts well. They

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need to do better?

encourage cooperative play and help them become respectful, empathetic individuals.

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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 consistently plan even more precisely to support children's individual learning, helping children to build on what they already know n strengthen the monitoring of staff's practice further to fully enhance their own personal effectiveness.

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Setting details

Unique reference number EY481421 Local authority Surrey Inspection number 10366394 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 103 Number of children on roll 97 Name of registered person Fennies Day Nurseries Limited

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reference number

Telephone number 020 8770 3222 Date of previous inspection 28 August 2024

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Information about this early years setting

Fennies Horley registered in 2015. It operates from purpose-built premises in Horley, Surrey. The nursery employs 27 members of childcare staff. Of whom, 14 hold appropriate childcare qualifications from level 2 to level 5. The nursery opens from Monday to Friday, for 51 weeks of the year. Sessions are from 7.45am to 6pm. They provide funding for free early education for children from nine months to four years old.

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Inspection activities

n The inspection started on 5 June 2025. It was paused in line with 'Ofsted inspections and visits: Deferring, pausing and gathering additional evidence policy'. Another inspector returned on 10 June 2025 to complete the inspection. n The manager and an inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n The inspectors observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspectors talked to staff at appropriate times during the inspection and took account of their views. n The manager carried out joint observations of various planned activities with an inspector. n The inspectors observed the interactions between staff and the children. n The special educational needs coordinator spoke to an inspector about how they support children with SEND. n Parents shared their views of the nursery with the inspectors.

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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

10 June 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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