Foundations Community Pre-School

Ltd

Unique reference number (URN): 2615990 Address: Westfield Primary School, Bonsey Lane, Woking, GU22 9PR Type: Childcare on non-domestic premises Registered with Ofsted: 18/12/2020 Registers: EYR Registered person: Foundations Community Pre-School Ltd

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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 Strong standard

All children, including those with special educational needs and/or disabilities, make impressive progress relative to their individual starting points. Most notably, children who show a delay in communication and language on entry become confident speakers, who communicate their ideas clearly and confidently. Children demonstrate high levels of confidence and curiosity. They test out their own ideas and persevere, even when the task becomes challenging. Children show an impressive understanding of complex mathematical concepts. They use mathematical language routinely in their play and apply this knowledge spontaneously to solve practical problems. Children have a strong regard for the group rules. They readily contribute to daily tasks, showing a high level of personal responsibility. This strong foundation supports their readiness for the next stage of learning, including transition to school.

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Behaviour, attitudes and establishing routines Strong standard

Leaders create a highly supportive environment that promotes children's positive behaviour, secure emotional wellbeing and readiness to learn to a high level. Staff are highly attentive to children's emotional and mental wellbeing. They are explicit when teaching children about managing emotions and behaviour. Staff recognise when children need additional support and respond sensitively. For instance, staff provide one-to-one time for children to talk through their feelings through a range of storytelling and picture prompts. This sensitive focus on children's mental wellbeing very effectively supports children to understand emotions and confidently manage situations for themselves.

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Behaviour, attitudes and establishing routines Strong standard

Leaders design routines that are purposeful and predictable, supporting children's high level of independence and self-regulation. They prepare children well for a transition to the next activity. For example, staff use a bell to signal a change in routine. Children respond promptly by stopping their play and giving attention to the task. This supports children to develop a sense of responsibility and successfully promotes positive learning habits. It also contributes to a calm and orderly environment, which is conducive to high-quality learning.

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Behaviour, attitudes and establishing routines Strong standard

Leaders communicate clear expectations to families on the importance of children's attendance and punctuality. They monitor patterns of attendance and respond promptly, where concerns arise. This work supports children to settle quickly into routines and make the most of learning opportunities.

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Children's welfare and wellbeing Strong standard

Care practises are highly effective and place children's safety, health and emotional wellbeing at the centre of the provision. Well-established routines promote healthy eating, personal hygiene and support children very effectively to develop an understanding of risk. Leaders place a strong emphasis on gathering and valuing parents' knowledge of their children. Staff work collaboratively with parents to agree strategies that promote children's emotional security confidence and wellbeing. As a result, children receive sensitive, individualised care that helps them to settle quickly, feel emotionally secure and engage confidently in learning and daily routines. Parents feel listened to and confident that their child's welfare is prioritised.

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Children's welfare and wellbeing Strong standard

Leaders establish a highly effective approach to teaching children about safety and risk. This is embedded consistently into daily practice. Staff actively involve children in the risk assessment process, where they recognise children as capable contributors to their own safety and wellbeing. For example, children routinely carry out a thorough and purposeful risk assessment of the environment. With skilled guidance, children check resources and play equipment, identify potential hazards and discuss how the area can be made safe for their friends. Staff use precise, age-appropriate language to explain risks and model thoughtful decision-making, ensuring children understand why actions are taken. This highly effective practice promotes children's physical wellbeing, independence and respect for their peers and contributes to a strong culture of safety across the setting.

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Curriculum and teaching Strong standard

Leaders deliver an ambitious, child centred curriculum that is coherently sequenced and carefully designed to build on children's prior knowledge and experiences. Activities are purposeful, highly engaging and expertly tailored to meet the needs of all children, including those with special educational needs and/or disabilities and those children who are disadvantaged. Leaders and staff know children well and show great skill in adapting their teaching responsively. Observations and assessments are used effectively to identify next steps that are matched effectively to children's abilities and interests.

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Curriculum and teaching Strong standard

Staff implement the curriculum thoughtfully, using high-quality interactions to extend children's learning. They respond dynamically to children's curiosity and extend their learning through well-timed questioning and demonstration. Particular attention is given to developing children's communication, language and early mathematical understanding. Staff provide frequent opportunities for children to develop their language through conversation, storytelling and singing. They consistently integrate mathematical concepts into play and routine activities. For example, staff place a strong emphasis on sounds, rhythm and counting during an imaginative retelling of 'Hickory Dickory Dock'. They skilfully weave mathematical learning into the rhyme. Children are highly engaged, they raise their hands to share their thoughts and count reliably with some recognising the numbers on the clock accurately. This purposeful approach ensures children's continued motivation and interest.

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Curriculum and teaching Strong standard

Children participate in small-group sessions to develop confidence, turn-taking and social skills. Staff very successfully model calm responses, provide one-to-one guidance and encourage children to verbalise and manage their feelings. This helps children develop resilience, form positive relationships and engage confidently with peers and adults. As a result, children engage enthusiastically in purposeful play and develop key skills in communication, mathematics and personal development in readiness for the next stage of education.

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Inclusion Strong standard

Leaders and staff prioritise inclusion at every level. Their commitment to getting it right for every child, and especially children who are disadvantaged or have special educational needs and/or disabilities, is commendable. Leaders very successfully implement a graduated approach that places children at the centre. Resources, staffing and support are deployed strategically and with clear intent to reduce barriers. Staff work collaboratively with parents, external professionals and specialist services, sharing knowledge and expertise in a well-coordinated way. This joined up approach ensures that strategies and interventions are consistent, targeted and highly effective. This results in children receiving timely, tailored support that enables them to engage fully, make strong progress and feel valued within the setting.

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Inclusion Strong standard

Leaders use early years pupil premium funding strategically and effectively. Funding decisions are informed by careful assessment of children's individual needs. Leaders ensure that resources and staffing are targeted and deployed with a clear purpose to maximise impact. They monitor the effectiveness of these initiatives closely. This thoughtful and evidence-informed use of funding ensures that barriers to learning are reduced and inclusive practices are consistently promoted across the setting.

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Leadership and governance Strong standard

Leadership and governance are highly effective. Leaders at every level demonstrate a highly insightful and well-informed understanding of the setting's strengths and areas for future development. Self-evaluation is reflective, evidence informed and sharply focused on improving outcomes for all children. Leaders take timely and well-considered action that ensures improvements are sustained and embedded in practice robustly. They give particular attention to the needs of disadvantaged children and those with special educational needs and/or disabilities. As a result, leaders deploy resources, staffing and support with strategic purpose, which significantly reduces barriers and secures consistently inclusive practice for all children.

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Leadership and governance Strong standard

Leaders have fostered a positive and supportive staff culture. Staff report feeling valued, well supported and proud to work at the setting. They speak positively about the support they receive from leaders, including opportunities to further their career in childcare, such as through completion of professional qualifications. Leaders place high priority on staff wellbeing and workload. Professional development is of high quality and has a clear impact on practice. For example, leaders have strengthened their approach to supporting children's emotional and mental wellbeing as a priority. Staff draw on new learning with confidence, enriching already effective approaches. This positive culture supports staff retention, collaboration and high expectations for children.

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

Children are welcomed into this highly inclusive setting by nurturing, kind staff, who provide very high-quality care and learning experiences. Staff actively seek, listen to and act on children's voices, adapting activities, resources and support in response to children's ideas and experiences.

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

Children are active, engaged and happy in their learning. They benefit from carefully supported opportunities to learn and work alongside others. For example, children complete a jigsaw puzzle together, following the clear guidance of staff. They match pieces skilfully to the picture, share ideas and work collaboratively. Children listen to one another, take turns and show patience as they negotiate where pieces go. Staff provide timely prompts and encouragement, supporting children to stay focused and to work together successfully. Children demonstrate high levels of engagement and determination as they work together to achieve this shared goal.

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

Children are encouraged to take increasing responsibility for themselves and their environment. For example, at mealtimes children confidently follow established routines and demonstrate they know exactly what to do. They independently tidy away the snack, sort waste into recycling bins and carefully wash their own plates and cups before settling calmly back into play. Staff support this process sensitively, offering encouragement and guidance where needed. As a result, children develop strong independence, self-confidence and sense of responsibility. This supports children to feel capable, respected and proud of their achievements.

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

Children demonstrate an impressive level of understanding and curiosity about the world around them. For example, while playing outdoors children observe that ice in the garden had begun to melt. Children confidently share their ideas, explaining that the warmth of the sun was causing the ice to change, compared to the ice in the shaded areas of the garden. Staff extended this learning through thoughtful questioning, supporting children to predict what might happen next and to explain their thinking. Consequently, children develop an understanding of cause and effect and gain confidence to explain their observations and reasoning.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the provider, quality manager, staff, parents and children 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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Address:

Westfield Primary School Bonsey Lane Woking GU22 9PR

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Foundations Community Pre-School Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 15:30

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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

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 .

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Urgent improvement

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 .

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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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