Victoria Pre-School

Inspection of Victoria Pre-School Uplands Children's Centre, Carlton Colville, Lowestoft, Suffolk NR33 8LJ

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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 eager and ready to learn at this friendly and inclusive pre-school. They benefit from a nurturing environment where their emotional well-being is prioritised, especially when settling into a new term. Staff take time to get to know each child, using information from parents to plan activities that help children feel safe, secure and valued.

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The provision is good

Children develop strong relationships with staff and show high levels of confidence and independence. They move seamlessly through daily routines, responding well to visual cues and prompts. Children learn to manage their personal care with growing independence such as putting on their shoes and washing their hands without support. Staff model kindness and respect, which is reflected in children's behaviour. They cooperate with one another, take turns and wait patiently.

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The provision is good

Learning is fun and purposeful. Music and movement are key features of the curriculum. Children sing songs with enthusiasm and enjoy dedicated music sessions that support rhythm, language and memory. Outdoor play is embraced, with opportunities for climbing, balancing and exploring nature. Children also learn the importance of healthy living through food choices, gardening activities and discussions about sun safety.

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The provision is good

The pre-school has a strong community ethos. Events such as family fun days and welcoming parties for new families help children feel part of a wider, caring community.

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need to do better?

n The curriculum is well thought out and meets the individual needs of all children. Staff plan activities based on children's interests and developmental stages, helping them settle quickly and make good progress across all areas of learning. For example, staff use information gathered from parents about children's likes and dislikes to plan their environment. n Children enjoy a balanced mix of adult-led and child-initiated activities. They have time and space to explore freely, developing their thinking and independence, while also having time to engage in new experiences and learning. For example, the children enjoyed a visit from horses, which provided new experiences to discover and discuss. n Staff promote a language-rich environment. Children enjoy familiar stories, songs and rhymes. Staff skilfully extend children's vocabulary during play and story time, encouraging them to recall and use new words with confidence. For

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need to do better?

example, children experimenting with frozen leaves are introduced to new vocabulary such as 'slimy' supporting their understanding of the natural world.

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need to do better?

9 September 2025 n Children with special educational needs and/or disabilities (SEND) receive tailored support through strong partnerships between staff, parents and professionals. By working closely with families and external agencies, staff identify and address each child's individual needs promptly and effectively. Transitions are managed sensitively, and this helps children with SEND make good progress from their starting points. n Staff are warm and kind and have built secure attachments with children. Staff teach children to have a positive sense of self. Staff listen to and respect children's feelings and wishes. They teach children emotional language using 'The Colour Monster' story and mirrors so children can recognise emotions and what they look like. n Children's behaviour is positive throughout the day. Routines are embedded, and expectations are consistent. Children follow these with minimal reminders,

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need to do better?

demonstrating emotional maturity and a growing sense of responsibility. For example, children take turns going down slides and exploring the sand pit. They understand that shoes and socks need to be taken off and feet brushed down after use to keep their environment and themselves clean. n Partnerships with parents are a strength. Parents feel involved in their child's learning and value the support offered such as healthy lunch advice and access to the clothing exchange rail. They speak highly of staff and the care their children receive. Parents comment on how their children settle into nursery quickly due to the strong support from staff. n The management team is reflective and regularly evaluates provision, leading to improvements such as revising handover routines to strengthen communication with parents. While general feedback and training are provided, staff do not always receive targeted feedback on their individual practice. This reduces

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need to do better?

opportunities to refine their skills and develop their practice.

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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 arrangements for monitoring staff practice to identify and provide well- focused staff training and coaching to improve outcomes for children even further.

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Setting details

Unique reference number 2795582 Local authority Suffolk Inspection number 10411999 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 50 Number of children on roll 47 Name of registered person Victoria Pre School Committee

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reference number

Telephone number 07483142334 Date of previous inspection Not applicable

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Information about this early years setting

Victoria Pre-School re-registered in 2024 following a move to new premises. The pre-school is located in Lowestoft and operates weekdays during term time, from 8am to 4pm. Funded early education is offered 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 deputy manager, manager and inspector completed a learning walk together of all areas of the pre-school and discussed the early years curriculum. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector spoke with the nominated individual/registered individual about the leadership and management of the pre-school. n Staff 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 inspector and the manager carried out a joint observation of an activity. 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

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Inspection activities

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

9 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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