Learning Land Pre- School

Inspection of Learning Land Pre- School Bramingham Primary School, Freeman Avenue, LUTON LU3 4BL

p.1

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

p.1

The provision is good

Children flourish at this community-focused pre-school. Leaders and staff have a deep understanding of the families who attend and tailor their support to ensure that children are well prepared for the next stage in their learning.

p.2

The provision is good

The curriculum strongly promotes emotional well-being and secure attachments. Staff know that many children face challenges outside the setting, so routines are calm, consistent and nurturing. For example, when children return after time away, staff re-settle them gently with their parents until they feel confident again. Positive reinforcement is used to teach kindness, turn taking and respect, rather than relying on rules or sanctions. This means that children feel safe, valued and ready to learn.

p.2

The provision is good

Staff support children to understand emotions, manage social situations and show care for others. For example, when disagreements occur, staff help children label feelings and find fair solutions. Adults gently explain empathy and respect for living things, such as the insects they find, linking feelings to the natural world. This helps children to develop kindness and talk about how they feel. As a result, children manage their emotions with growing confidence and build trusting relationships with adults and peers.

p.2

need to do better?

n Communication and language development is central to the curriculum. Staff recognise that many children are learning English as an additional language. They focus on building vocabulary, listening and understanding through every area of learning. Dual-language books and familiar print in relevant languages help children connect learning to their home life. As a result, children are becoming proficient in the use of English. n The curriculum celebrates the rich cultural diversity of the community and helps children develop respect for themselves and others. Festivals from different faiths and cultures are explored with parents, who come in to share food and stories. The environment includes authentic items that reflect children's backgrounds. This means that children see themselves and their families represented in the setting. They are developing pride in who they are and curiosity about the wider world.

p.2

need to do better?

n Healthy lifestyles are embedded throughout the curriculum. Staff involve children in self-care tasks and model good hygiene. The setting promotes oral health, including providing toothbrush kits to use at home. This means that children become increasingly independent in making healthy choices. They understand how to keep their bodies safe and well. n Strong partnerships with parents are embedded. Leaders understand that

p.2

need to do better?

30 September 2025 supporting families helps children to thrive. Consultations with parents are used to share updates and review family circumstances regularly. Families feel supported and valued. This trust enables open communication and consistent support for children, both at home and in the setting. n The thoughtful environments provide a range of opportunities for children to strengthen their gross and fine motor skills. Children throw beanbags into chalked circles as staff demonstrate technique. They show skills as they balance on tyres, ride bikes and race with confidence. Indoors, children knead dough and talk with staff about how their hands move and stretch and get stronger. n Staff promote early literacy skills through meaningful and practical experience. Children explore writing as part of everyday play. For example, children use chalk to make marks and shapes, linking their drawings to spoken words. In the

p.2

need to do better?

home corner, they make shopping lists and choose food from menus inspired by local shops. These experiences make writing purposeful and connected to real life. n Mathematical ideas are woven naturally through play and conversation. Children create patterns with chalk, match colours and count the legs on insects they find. Staff encourage comparison, such as 'big' and 'small', and discuss the shapes and patterns found in spiders' webs. This supports children to count confidently and use mathematical language with increasing understanding. n The provider has made significant improvements to the outdoor area since the last inspection. The space is rich and inviting for children. However, teaching outdoors is not always as considered as it is indoors because learning intentions are not clear. This means that learning is not always linked to curriculum goals.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n consider how the curriculum can more explicitly support purposeful learning experiences outside to develop teaching to an even higher standard.

p.3

Setting details

Unique reference number EY546270 Local authority Luton Inspection number 10399287 Type of provision Childcare on non-domestic premises

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Sessional day care

p.4

inspection

Total number of places 33 Number of children on roll 45 Name of registered person Ghani, Zarina Nahid

p.4

reference number

Telephone number 07923404034 Date of previous inspection 26 November 2019

p.4

Information about this early years setting

Learning Land Pre-School registered in 2017 and is situated in Luton. The pre- school employs five members of childcare staff, all of whom hold appropriate early years qualifications at level 3. The pre-school opens from Monday to Friday during term time only. Sessions are from 8.45am until 3.15pm. The pre-school provides funded early education for eligible chidren.

p.4

Inspection activities

n The deputy manager, manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n The inspector spoke to the children to find out about their time at the setting. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this is having on the children's learning. n Parents shared their views of the setting with the inspector. n The manager showed the inspector documentation to demonstrate the suitability of staff. n The inspector and the manager carried out a joint observation of a communication and language activity.

p.5

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.

p.5

Inspection activities

30 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6