Horley Community Preschool

Inspection of Horley Community Preschool Strawson Community Hall, 156 Albert Road, Horley RH6 7HZ

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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 arrive happy, and they settle with ease. They flow through the well- established routines, which supports them to understand what is going to happen next and what is expected of them. For instance, children self-register when they arrive and put their belongings away. Additionally, they know to line up and wait when staff tell them it is time to move between the garden and inside area. This helps to prepare children for when they start school.

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The provision is good

Staff have high expectations for all children to succeed, and they build on children's interests to extend their learning. For example, children pretend to make coffee for their friends. Children and staff laugh with delight as they act out the experience of making coffee. Staff use this opportunity to help children to think about how to look after their teeth when they talk about the sugar in the coffee. This supports children to develop an awareness of how to look after their bodies.

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The provision is good

Children behave well, and staff provide them with effective support to manage their behaviour. This includes reminding children of the rules at appropriate times, such as telling them not to run when they are inside. Staff explain that children might hurt themselves, helping them to develop an understanding of risks. Children respond positively by listening to staff and modifying their behaviour.

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need to do better?

n Leaders plan an ambitious curriculum based on their knowledge of child development and their understanding of the individual needs of the children attending. They share the curriculum with staff through regular meetings. Staff spend time getting to know their key children very well. They have good knowledge of where children are in their development and what they want them to learn next. This enables staff to plan well for children's continued learning. n Leaders and staff organise the learning environment well and provide children with an extensive range of adult-led activities and opportunities for independent play. As such, children are, overall, highly focused, which supports them to show a good attitude to learning. For instance, they become absorbed in activities such as planting artificial flowers and pouring water through the tubes on the water wall. Staff ensure that these activities are resourced well so children can

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need to do better?

freely explore. During adult-led activities, staff show patience and kindness as they support children to complete the tasks by themselves. This helps children to develop their concentration skills. n Overall, leaders support staff to develop their practice, such as offering them relevant training and giving them feedback on the activities they have delivered. However, at times, leaders do not notice when individual staff would benefit from a little more focused mentoring and support to enhance their skills further.

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need to do better?

4 July 2025 For example, there are occasions when staff plan activities that are too challenging, and children do not benefit from the intended learning. n Children benefit from opportunities to develop their communication and language skills. For instance, staff give children time to share their thoughts and ideas, and they support children to continue conversations. Children also enjoy listening to books that staff read to them. Staff encourage children to join in by asking questions about the story. This helps children to practise their speaking skills. n Staff support children to develop their mathematical knowledge. For instance, they interweave mathematical language during conversations. This helps children to hear words in context to develop an understanding of what they mean. Staff also support children to count the number of objects they have collected and match them to the relevant numeral. This supports children to

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need to do better?

build on their understanding of mathematics. n Leaders and staff provide strong support for children with special educational needs and/or disabilities (SEND). They work closely with parents and other agencies and ensure that all relevant information is shared so that children receive consistent support. As such, children with SEND make good progress in their development. n Parent partnerships are strong, and communication is highly effective. Parents are very happy with the pre-school. They appreciate the various events that they can get involved in, such as taking the children to the post office to post the letters they have written. This helps parents to be involved in children's experiences at 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 strengthen oversight and monitoring to identify how to provide individual staff with the targeted support they need to address less secure areas of their practice.

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Setting details

Unique reference number 2836845 Local authority Surrey Inspection number 10402903 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

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inspection

Total number of places 24 Number of children on roll 31 Name of registered person Horley Community Pre-School CIC

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reference number

Telephone number 01293 665091 Date of previous inspection Not applicable

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Information about this early years setting

Horley Community Preschool re-registered in April 2025. It operates from 9am to 3pm, Monday to Friday, term time only. The pre-school provides funded early education for two-, three- and four-year-old children. There are 12 members of staff, eight of whom hold an early years qualification at level 3 or above.

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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 Staff spoke to the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact this had on children's learning. n The inspector carried out joint observations of a group activity with the manager. n Parents shared their 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 setting.

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Inspection activities

4 July 2025 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

4 July 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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