Little Chums Pre School

Little Chums Pre School

Unique reference number (URN): EY434924 Address: Lingfield & Dormansland Community Centre, High Street, LINGFIELD, Surrey, RH7 6AB Type: Childcare on non-domestic premises Registered with Ofsted: 16/09/2011 Registers: EYR, CCR, VCR Registered person: Duggan, Julie Margaret

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Needs attention

Despite children making some progress from their starting points, weaknesses in the curriculum and variations in the quality of teaching means gaps in children's learning and development do not close quickly enough. Consequently, this means some children, particularly those who require additional support, are at risk of not being suitably prepared for the next stage of learning as their peers. However, older and more capable children are making adequate progress, as staff ensure that these children are sufficiently challenged. For example, staff encourage children to use magnifiers to explore the woodlands and talk about what they can see or find.

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Behaviour, attitudes and establishing routines Needs attention

Overall, most children demonstrate positive attitudes to their learning and remain engaged in play and activity for a period of time. However, weaknesses in the curriculum and teaching mean some children, particularly those who are younger or who have barriers to their learning, do not always receive meaningful learning experiences which meet their needs to keep them engaged for long enough.

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Behaviour, attitudes and establishing routines Needs attention

On occasion, leaders initially reduce some children's attendance to support them settling in. While this approach has the potential to impact children's experiences, leaders have since increased attendance again to ensure continuity for all children. Parents consistently drop children off on time and children have good attendance.

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Behaviour, attitudes and establishing routines Needs attention

Staff are kind and caring, and respond well to children's emotional needs. They offer children cuddles and comfort when upset or tired. This helps to promote children's emotional wellbeing. Staff prompt children to make their own choice of what they would like to do next to support their independence. Children navigate their learning provision with ease and follow the setting's routines. Meaningful praise is used by staff to celebrate children's efforts and achievements to help boost their confidence and self-esteem. Children learn to follow simple instructions, such as lining up and holding their friend's hand while they walk to and from forest sessions in the local woodland. Staff remind children how to treat other with kindness, and act as positive role models.

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Children's welfare and wellbeing Needs attention

Leaders do not ensure that staff implement risk assessments consistently or robustly. For instance, while attending forest school, staff do not always identify or remove unsuitable items or address issues as they arise throughout the session. This has an impact on children's wellbeing. For example, leaders and staff have not fully considered ways to protect children from harm by dogs walking in the vicinity, or picking up litter from the floor.

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Children's welfare and wellbeing Needs attention

The key-person system is well established. Children build firm bonds with their trusted adult, seeking them out for reassurance when needed and to join in with their play. The secure emotional bonds children develop with staff helps children feel safe and secure and regulate their emotions, particularly when they first arrive to the setting.

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Children's welfare and wellbeing Needs attention

Children follow familiar routines, such as washing hands and getting ready for lunch. Staff remind children to wash their hands before mealtimes, and children develop good hygiene habits as they become confident in managing aspects of their self-care. Children gain an understanding of the importance of following healthy lifestyles. They benefit from healthy meals and snacks, and enjoy the time they spend in the outdoors where they benefit from fresh air and exercise.

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Curriculum and teaching Needs attention

Although leaders and staff have some broad ideas of what they want children to learn, weaknesses in the curriculum design means it is not well considered for all children. For instance, leaders plan for children to become resilient and curious learners, but have not yet considered how this should be appropriately sequenced. Learning experiences are not adapted for the varying age groups or abilities, such as those who are younger or need additional support. Consequently, this impacts the quality of teaching. Inconsistencies in the calibre of interactions for some children causes learning to be incidental rather than by design, and as a result not all children always engage purposefully. For example, staff have not fully considered the focus for younger children to learn and are, at times, overlooked.

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Curriculum and teaching Needs attention

Staff and leaders offer children experiences to visit the local woodlands. Children build on their stamina and perseverance as they walk long distances, and develop physical skills as they negotiate uneven ground well. Children's communication and language development is promoted. Children enjoy the story about going on a bear hunt, as they complete the actions and repeat some refrains. Staff point at the characters and comment on what they are doing, which supports children's language and early literacy skills.

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Inclusion Needs attention

Interactions and teaching by staff is variable. Some children, particularly those children who need additional support or who are known (or previously known) to children's social care, do not always receive the same high-quality learning experiences as their peers. Staff do not consistently prioritise or implement children's next steps, such as social skills, during play and interactions. These weaknesses impact on the progress some children are able to make. Leaders identify gaps in children's learning, and work in partnership with parents to make appropriate referrals. However, they do not ensure there is sufficient support in place for children with special educational needs and/or disabilities (SEND) to address gaps in their development while waiting for the referral process to be completed. Staff show a strong interest in undertaking SEND training, however, not all staff have received sufficient training

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Inclusion Needs attention

to enable them to consistently support these children effectively.

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Inclusion Needs attention

Despite this, staff know children well. They have an understanding of the children's needs or interests, and can talk about some of the progress children have made so far. Staff share information about children's development with parents and how they can support children's learning at home.

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Leadership and governance Needs attention

Overall, the quality of teaching at the nursery is variable, due to inconsistencies in staff practices and breaches of statutory requirements. Leaders do not effectively identify weaknesses in the provision, teaching and curriculum, and consider how to raise the quality of care and education to a consistently high level for all children, particularly those who are disadvantaged, those with special educational needs and/or disabilities, those known to children's social care or those who face other barriers to learning.

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Leadership and governance Needs attention

Despite staff being provided with support and some training opportunities to broaden their knowledge, skills and interests, not all staff have received the appropriate training to support children's individual developmental needs. This limits the quality of teaching. Nonetheless, staff feel valued, can raise concerns openly and appreciate the collaborative environment that encourages teamwork. Leaders support staffs' wellbeing by creating a positive culture.

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Leadership and governance Needs attention

Parents deeply value the positive partnerships they share with staff. They highlight how well the staff know their children and appreciate the advice and support staff provide. Parents use an online app to find out what activities and events are being planned. Staff support children to learn about their local community. They go on walks to the local woodland and visit local areas to learn about the world around them.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Leaders do not monitor procedures for the safety of children closely enough to ensure they are implemented consistently and robustly. This has an impact on the overall quality of care provided as children's wellbeing is not fully promoted. Furthermore, the quality of learning that children receive is inconsistent. There are times when leaders do not ensure the curriculum is sequenced enough. For example, staff do not always focus on what younger children, or those who need additional support, need to learn next. This limits some of the children's progress.

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What it's like to be a child at this setting

Despite weaknesses in the provision, children appear happy and settled. Staff warmly greet children as they arrive, helping them to separate confidently from their parents. They are kind and caring, and offer children cuddles or comfort when upset to promote children's emotional wellbeing.

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What it's like to be a child at this setting

Overall, most children demonstrate positive attitudes towards their learning and enjoy the experiences on offer. For instance, they explore the outdoor environment and join in making play dough or painting to a large scale. Older children learn about the natural environment, and demonstrate their knowledge as they confidently talk about the world around them.

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What it's like to be a child at this setting

Children behave well. They play cooperatively with each other, taking turns and sharing toys. Staff praise children for their good behaviour. This helps children to learn what is expected of them. Children show confidence in the environment and happily make choices about what they would like to play with.

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What it's like to be a child at this setting

Parents know who their children's key persons are and can talk to them if they have any concerns. Staff share updates on the children's day and progress, and work with parents to increase children's attendance to the setting. This supports parent partnership and learning outcomes for children.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare register the provider must take the following actions by the assigned date:

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About this inspection

The inspectors spoke with leaders and practitioners during the inspection.

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About this inspection

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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About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection.

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Address:

Lingfield & Dormansland Community Centre High Street LINGFIELD Surrey RH7 6AB

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Duggan, Julie Margaret

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Address:

Operating hours: Monday,Friday : 09:00 - 15:00,Tuesday,Wednesday : 09:00 - 12:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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