Wrea Green Pre-School Nursery

Inspection of Wrea Green Pre-School Nursery Wray Crescent, Wrea Green, PRESTON PR4 2WA

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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 benefit from a nurturing and inclusive environment that reflects the nursery's distinctive ethos of care, respect and curiosity. Leaders have created a safe, welcoming space where children quickly build confidence and positive relationships with both staff and peers. Children are happy, settled and secure. They enjoy regular access to both indoor and outdoor provisions. The nursery is situated within the community play area and has access to the allotments. This means that children have plenty of opportunities for exploration, which supports their understanding of the natural world. For example, children enjoy planting, growing and preparing food. This also promotes healthy eating habits and lifestyles.

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The provision is good

High expectations for behaviour and opportunities for children to develop their independence are embedded across the nursery. Children respond positively to staff. They demonstrate respect and kindness towards others as they learn the nursery's 'golden rules'. Leaders and staff ensure the environment and routines enable all children, including those with special educational needs and/or disabilities (SEND), to thrive and make progress. The curriculum is carefully sequenced and engaging, allowing children to consolidate skills and make meaningful connections. As a result, children are well prepared for their next stage of learning.

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need to do better?

n Children explore and make connections across all areas of learning. For example, children grow and prepare their own vegetables. This helps them to develop an understanding of the natural world and healthy eating. This approach ensures children consolidate knowledge and retain skills, preparing them for the next stage of their education. n All children develop their communication and early literacy skills through daily routines and meaningful interactions. Children with SEND are given strategies to communicate their needs, such as through the use of visual aids and Makaton. Staff consistently implement targeted interventions, assessments and programmes to support children's speech and language development. As a result, all children make measurable progress from their starting points. n Children benefit from plenty of fresh air and exercise. They access a large play area where they have lots of space to run and play. Children develop risk

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need to do better?

awareness and confidence as they use the large climbing equipment and wheeled toys. This supports children's physical well-being and resilience in preparation for their next stage of learning. n Staff have high expectations for children's behaviour. Children learn to manage their behaviour and regulate their emotions through consistent routines and

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need to do better?

2 September 2025 clear expectations. Children respond to 'listening ears' and 'kind hands' reminders and demonstrate resilience, even when frustrated. This promotes positive relationships and supports children's emotional well-being. n Overall, staff are skilled and attentive to children's needs. They know the children well and adapt their planning to suit individual children's interests and abilities. However, on occasion, quieter children are sometimes overlooked by staff during larger group interactions. Therefore, some children do not consistently benefit from the high-quality interactions that their more confident peers receive. n Children are developing their independence and self-care skills well. They serve their own snacks, pour their own drinks and follow good hygiene routines. This helps children to understand the importance of good hygiene and supports their personal development. n Staff receive regular coaching through supervision and training. This enables

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need to do better?

them to support children's learning and well-being effectively. The strong leadership ensures consistency, supports staff's knowledge and promotes high expectations for all children. n Children learn about equality and diversity through carefully planned experiences. Staff share books and stories that reflect different families, cultures and communities. This supports children to understand different family make- ups. As a result, children develop respect for differences and are well prepared for life in modern Britain. n Partnerships with parents are well established. Parents receive regular updates about their children's progress and ways they can support further learning at home. This supports learning continuity and ensures that any gaps in children's knowledge are addressed promptly.

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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 include quieter children during group times, ensuring all children have regular opportunities to engage and participate fully.

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Setting details

Unique reference number EY446305 Local authority Lancashire Inspection number 10398849 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 36 Number of children on roll 35 Name of registered person McCormack, Laura Jayne

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reference number

Telephone number 01772 684 444 Date of previous inspection 12 November 2019

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Information about this early years setting

Wrea Green Pre-School Nursery registered in 2012 and is situated in the Wrea Green area of Preston. The nursery employs seven members of staff. Of these, one holds a childcare qualification at level 6, one holds level 5, one holds level 4 and three hold level 3. The nursery opens from Monday to Friday, term time only. Sessions are from 8am until 4pm. 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 provider 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 communicated with the inspector during the inspection. 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 that this was having on children's learning. n The provider and the inspector carried out a joint observation during snack time. 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

2 September 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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