Tadpoles Community Pre-School

Inspection of Tadpoles Community Pre-School c/o Frogmore Infants School, Green Lane, Frogmore, Camberley, Surrey GU17 0NY

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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

Staff build warm, trusting relationships with children. As a result, children arrive happily and settle with confidence. Staff plan a good range of stimulating activities, both indoors and outdoors, which sparks children's curiosity and engagement. Children thoroughly enjoy their time in the outdoor area and can access a broad range of learning experiences. For example, children show high levels of engagement and concentration during a bug hunt activity. They develop their fine motor skills as they use tools to collect and observe the insects they find under logs, learning about the natural environment. Leaders place inclusion at the heart of the curriculum and set ambitious expectations for every child, including those in receipt of additional funding and children with special educational needs and/or disabilities (SEND). Consequently, all children make good progress in their learning from their starting points.

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The provision is good

Staff implement a sensitive settling-in process tailored to meet children's individual needs. They undertake home visits in order to get to know the children, their routines and their families well from the outset. This helps children to feel safe and secure during the transition process. Children's behaviour is very good. Staff support children to learn the importance of sharing and taking turns while they engage in adult-led activities and during independent play. As a result, children treat each other with kindness and form positive friendships. Children demonstrate that they know the pre-school's routines and happily follow instructions.

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need to do better?

n Leaders have designed a well-sequenced and ambitious curriculum that builds progressively on what children already know and can do. Staff take ownership of different areas of learning to champion and review the provision regularly and ensure that activities remain purposeful, balanced and responsive to children's interests. n Staff positively support children's development as they play alongside them. They talk to children and ask questions to encourage them to think and express themselves. Staff model precise vocabulary and introduce new concepts naturally during play. During small-group activities, staff introduce language linked to exploring shape, patterns and texture. Children respond with enthusiasm, curiosity and imagination. However, at times, staff do not consistently focus their interactions to extend children's learning. n Children show a strong interest in reading books with staff and their friends.

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need to do better?

They listen attentively and enjoy predicting what might happen next. Staff foster a language-rich environment where conversation, songs and storytelling are central to daily routines. Younger children listen with awe as adults describe what they see in pictures, while older children use new words in context.

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need to do better?

22 September 2025 However, quieter children do not always benefit from opportunities to express themselves as much as those who are more vocal. n Children with SEND are very well supported. Staff identify additional needs promptly and implement advice from external professionals effectively. They adapt the curriculum and learning environment to ensure that all children with SEND can access learning confidently alongside their peers. This inclusive practice ensures that every child feels valued and involved in all aspects of nursery life. Leaders use additional funding meaningfully to further enhance the provision. n Staff encourage children to manage their own personal care during the day. For example, younger children independently fetch tissues to wipe their noses and practise putting on their own coats to play outdoors. They take pride in small responsibilities, such as preparing food they have grown in their allotment for

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need to do better?

snack time. As a result, children demonstrate strong levels of independence. n The outdoor environment is thoughtfully set up by staff to provide an immersive extension of the indoor curriculum. Children work together collaboratively as they build obstacle courses and learn to take safe, measured risks. Children show immense pride in their allotment area, where they grow fruit and vegetables. As they pick and count baby tomatoes for their snack, they share their knowledge that they don't pick the green tomatoes because this means they are not yet ripe. These experiences cultivate curiosity, social skills and physical confidence. n Partnerships with parents are a strength. Parents describe communication as open and consistent and appreciate the stability of the team. Staff provide parents with regular updates about their child's progress. They undertake collaborative discussions to ensure that learning is continuous, and families are

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need to do better?

actively involved in their child's development. n Leaders are reflective and have clear plans in place to enhance the quality of the provision further. They monitor staff's practice closely through regular supervision sessions and coaching discussions. They identify professional development opportunities that strengthen consistency across the team. Staff describe feeling supported, valued and motivated to improve 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 enhance the quality of teaching to ensure that quieter and less-confident

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should:

22 September 2025 children have more opportunities to develop their communication skills and express their ideas during group activities n build on existing professional development opportunities to support staff to consistently extend children's learning during their interactions.

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Setting details

Unique reference number 509532 Local authority Hampshire Inspection number 10407968 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 50 Number of children on roll 52 Name of registered person Tadpoles Community Pre-School Committee

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reference number

Telephone number 01276 402 588 Date of previous inspection 22 January 2020

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Information about this early years setting

Tadpoles Community Pre-School registered in 2000. It operates from a purpose- built early years setting on the site of Frogmore Infant School in Blackwater, Hampshire. The pre-school is open from Monday to Friday, term time only, from 8am to 3.30pm. The pre-school provides funded early education for two-, three- and four-year-old children. All staff hold relevant early years qualifications from level 3 to level 6.

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Inspection activities

n The manager joined the inspector on a learning walk of all areas and talked about the curriculum and what leaders want the children to learn. n The inspector observed the quality of education, indoors and outdoors, and assessed the impact on the children's learning. n The inspector and the deputy manager carried out a joint observation focused on communication and language. n Staff spoke to the inspector about how they identify and support children with SEND. n The children confidently spoke with the inspector about their friends and what they enjoy doing at the pre-school. n The inspector reviewed key documentation, including staff disclosure and barring service checks, paediatric first-aid certificates, training records and safeguarding policies.

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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

22 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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