Discovery Vine Childcare Centre - Longsands

Inspection of Discovery Vine Childcare Centre - Longsands Longsands CP School, Longsands Lane, Preston, Lancashire PR2 9PS

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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 Good

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The provision is good

Children thrive in this warm, welcoming setting, which has a distinctive family feel and strong community ethos. The mixed-age groupings and holiday club provision create a unique environment where children form close relationships across age groups. This helps children feel secure, valued and part of a wider pre-school family. Children are happy and settled. This is because staff build strong, nurturing bonds and provide consistent routines.

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The provision is good

The curriculum is broad, ambitious and driven by children's interests. It inspires curiosity and supports children as they build their confidence. As a result, all children, including the youngest, make good progress and develop a positive attitude to learning. This prepares them well for their next stage of learning. There are high expectations for all children, including those with special educational needs and/or disabilities (SEND). Children are supported through personalised approaches, external partnerships and strong parental involvement. Staff know children well and adapt activities to meet their individual needs, ensuring all children can participate and succeed.

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The provision is good

Children's behaviour is consistently positive. They show kindness, take turns and follow routines well. Staff are calm and consistent, and they model respectful interactions through their pre-school values. This helps children to develop strong social and emotional skills.

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need to do better?

n The pre-school provides an ambitious curriculum that supports all children to make progress across the seven areas of learning. Planning is informed by regular assessments, and activities are adapted to meet children's interests. As a result, children remain engaged and make good progress from their starting points. n Staff build children's communication and language through effective use of open-ended questions and rich vocabulary across all activities. For example, during a play dough activity, children were encouraged to describe textures using words such as 'sticky' and 'stiff'. This develops children's confidence to express themselves and enhances their vocabulary. n The curriculum is implemented effectively to develop early mathematics through purposeful, hands-on experiences. Children learn to use number and measure in meaningful contexts, such as weighing ingredients or counting during games.

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need to do better?

This promotes their early problem-solving skills and deepens their understanding of mathematical concepts. n Generally, children develop a strong sense of personal responsibility and independence through daily routines. They pour their own drinks, clear plates,

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need to do better?

7 August 2025 wash their hands and manage their belongings confidently. However, at times, the organisation for children's self-care is not always well considered to support them to manage their own personal needs. n Behaviour and attitudes are positive throughout the setting. Children know the routines well. They follow adult's instructions and respond respectfully during group times and transitions. This consistency supports a calm environment where all children feel secure and ready to learn. n Staff actively teach safety and help children understand how to respond in emergencies. For example, children confidently explained to visitors that if they hear the red tambourine, they must find a member of staff. As a result, children feel secure, develop a sense of responsibility and are well prepared to manage risks both inside and outside the pre-school. n Partnerships with parents are strong and well established. Parents report that

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need to do better?

they are well informed through daily updates, reports and meetings, and that they value the key-person system. This close partnership ensures continuity in learning and enables parents to support progress at home. n The pre-school works closely with other professionals to support children with SEND. Regular meetings, tailored plans and gradual transitions are used to meet individual needs. This inclusive approach ensures children receive the support they need to make sustained progress. n Leaders provide staff with effective support through regular supervision and access to training. This enhances staff knowledge and confidence. Staff feel well supported and reflect on their practice regularly. This strong leadership ensures the quality of education remains high and continues to improve. n The pre-school fosters children's personal development through a rich curriculum that includes growing food, cooking and learning about healthy lifestyles.

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need to do better?

Children recall planting and harvesting vegetables and can remember when they made courgette muffins. These experiences support children's understanding of the world.

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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 improve the organisation of children's self-care to support them to manage their personal needs.

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Setting details

Unique reference number EY479191 Local authority Lancashire Inspection number 10398604 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 54 Number of children on roll 323 Name of registered person Discovery Vine Limited

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reference number

Telephone number 01772798022 Date of previous inspection 1 November 2019

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Information about this early years setting

Discovery Vine Childcare Centre - Longsands registered in 2014. It is one of six settings run by Discovery Vine Limited. The pre-school employs seven members of staff. Of these, three hold a childcare qualification at level 6, one has also achieved qualified teacher status and one has achieved early years professional status, and three hold level 3. The nursery opens from Monday to Friday all year round. Sessions are from 7.30am until 5.45pm. The nursery offers the government-funded places for two-, three- and four-year-old children.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want their children to learn. n Children spoke to 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 special educational needs coordinator spoke to the inspector about how they support children with SEND. 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 manager and the inspector carried out a joint observation. 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 nursery.

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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

7 August 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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