Stay And Play Pre-School

Stay And Play Pre-School

Unique reference number (URN): EY554931 Address: Felbridge Primary School, 2 Crawley Down Road, Felbridge, East Grinstead, Surrey, RH19 2NT Type: Childcare on non-domestic premises Registered with Ofsted: 14/12/2017 Registers: EYR, CCR Registered person: Winter, Emma Louise

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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

Children make impressive progress, particularly in communication and language, as they confidently use rich vocabulary and engage in meaningful discussions during their learning. They explore information books and photographs linked to the Big Garden Birdwatch, drawing on prior knowledge to develop new language and deepen understanding. In small groups, children share their ideas with growing confidence and take part in activities that encourage clear expression. They regularly revisit previous learning, enabling them to consolidate and strengthen what they know over time. Children with special educational needs and/or disabilities engage in tasks closely matched to their starting points, helping them make purposeful progress and close gaps.

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Achievement Strong standard

Children move smoothly between activities, environments and staffing changes because they follow clear routines and use visual prompts that support their confidence. As they prepare for school, they participate in experiences that build independence and self- assurance. Children manage transitions well and with great self-assurance. They gain firm foundations for future learning.

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Behaviour, attitudes and establishing routines Strong standard

Leaders create a positive and nurturing environment, where expectations for behaviour are clear, consistent and understood by all. Practitioners model calm, respectful interactions and children respond by using kind words, sharing resources and taking turns. Transitions and tidy-up times are smooth as visual and auditory timers support children's understanding of routines, reducing anxiety and helping them prepare for change. Children respond calmly and cooperatively, demonstrating secure awareness of expectations. Strong relationships between practitioners and children underpin this positive atmosphere; staff take time to listen, comfort and celebrate achievements, which helps children feel valued and secure.

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Behaviour, attitudes and establishing routines Strong standard

Practitioners support children to learn how to collaborate through purposeful group activities, such as working to build bird feeders and during small-group singing sessions. Leaders also work closely with families to emphasise the importance of attendance, offering friendly reminders and practical support where needed. Practitioners are highly attentive to each child's age, stage of development and individual circumstances, when helping them meet expectations. For instance, they give gentle reassurance and guidance to children who are new to the setting. All children behave well, feel confident and develop strong social and emotional foundations for future learning.

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Children's welfare and wellbeing Strong standard

Practitioners respond sensitively to each child's individual needs and embed routines that promote health, safety and well being. Key people sensitively reassure children and stay close until they feel confident to explore independently. This approach enables children to form secure attachments, develop emotional resilience and flourish. In the doctor's surgery role-play area, children eagerly explore ideas about health and caring for others. Practitioners skilfully incorporate toothbrushing after snack each day, reinforcing healthy habits and creating a natural opportunity for children to discuss oral health at home. To strengthen this further the leader plans to invite visitors, such as a dental nurse, to normalise dental care and build strong home–setting partnerships.

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Children's welfare and wellbeing Strong standard

Practitioners consistently teach and reinforce handwashing and independence. Children blow their noses and dispose of tissues safely before washing their hands, to support infection control. Practitioners expertly adapt routines to each child's stage of development, for example, by providing visual prompts when needed. Through these consistent, nurturing practices, children build confidence, develop impressive self-care skills and gain a secure understanding of how to look after themselves.

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Curriculum and teaching Strong standard

The leader demonstrates a clear and accurate understanding of the quality of the curriculum and teaching, regularly reviewing provision and making purposeful decisions that drive continuous improvement. Practitioners are skilled in supporting language development, modelling rich vocabulary and embedding communication opportunities across all areas of learning. Personal, social and emotional development is a priority, with children sharing, taking turns and remaining settled during focused activities. Staff model positive interactions and support emotional regulation consistently. Mathematical concepts are woven naturally throughout routines, play and conversations. During a group singing activity, counting songs and number rhymes reinforced early numeracy. Practitioners continually reflect on where mathematical thinking can be strengthened, both in planned sessions and spontaneous moments. For example, during recent heavy rainfall, children collected water in containers

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Curriculum and teaching Strong standard

while discussing 'full, empty, more' and 'less'. This ensures mathematics becomes a natural and meaningful part of exploration.

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Curriculum and teaching Strong standard

Through reflective discussions, observation and staff feedback, the leader ensures the curriculum remains ambitious, well sequenced and fully aligned with the early years foundation stage learning and development requirements. As a result, children experience a broad, meaningful curriculum that fosters curiosity and builds firm foundations for future learning. Practitioners thoughtfully adapt instruction to meet children's differing needs, ensuring inclusion at every level. The leader uses ongoing, responsive assessment to refine the curriculum and support every child's development and wellbeing.

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Inclusion Strong standard

The pre-school leader actively embeds a deeply inclusive culture across the setting, recognising every child's individuality and reducing barriers to learning. Staff consistently promote equity, belonging and high expectations for all children. Those with special educational needs and/or disabilities (SEND) are supported through personalised approaches, strong partnerships with parents and effective collaboration with external professionals. Families describe feeling listened to, valued and fully included. Children with SEND make sustained progress from their individual starting points, showing increased confidence and independence over time. The leader uses funding purposefully to meet children's individual needs. Practitioners wear lanyard emotion cards, enabling children to point to how they feel when they are not yet able to express emotions verbally. The setting uses now-and-next boards, timers and

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Inclusion Strong standard

individualised visual schedules to support understanding of routines, independence and smoother transitions. A dedicated calm corner, equipped with sensory resources and emotion tools, offers children a safe space to regulate and re-engage when ready. Practitioners use Makaton signing consistently during routines and group times, allowing all children to participate meaningfully. Children also access the outdoor reading space, where focused one-to-one language support sessions take place. These thoughtful adaptations create a predictable, supportive environment, where children with SEND show growing independence, improved emotional regulation and sustained progress.

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Leadership and governance Strong standard

The dedicated and knowledgeable leader sets high expectations and consistently strives for excellence, modelling high-quality practice and ensuring that the educational programme is rich and meaningful for the children attending. She has a precise understanding of the setting's strengths and areas for development, responding swiftly and confidently to emerging needs. There is a clear awareness of the challenges faced by disadvantaged children, and practitioners monitor children's progress effectively to ensure they do not fall behind. The leader ensures children receive the right help at the right time. She implements targeted provision without delay and speaks confidently about each child's progress, barriers and strengths, demonstrating clear oversight. A strong ethos of equity and access drives decision-making, leading to tailored support, timely referrals and practical family help, such as signposting to food banks and sharing resources, such as picture or symbol exchange

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Leadership and governance Strong standard

and Makaton. The setting consistently goes above and beyond for families, offering clothing and wellbeing support whenever needed. Staff monitor attendance closely, identify emerging patterns early and act promptly.

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Leadership and governance Strong standard

Positive partnerships with families help remove barriers to children's participation. Staff describe a culture of teamwork, openness and professional support, with clear expectations and consistent routines helping them work confidently. Induction is supportive, and ongoing professional development strengthens reflective practice and the sharing of effective strategies.

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

The pre-school puts children's care, safety and wellbeing at the centre of its practice. Children thrive and feel extremely secure because routines are predictable, adults respond warmly and the environment is thoughtfully organised. Practitioners provide nurturing care and prioritise personal, social and emotional development so children grow in confidence and curiosity. They model positive behaviour, support cooperative play and create opportunities for children to take turns, share resources and negotiate ideas. Practitioners guide children to recognise emotions, resolve conflicts and build respectful relationships. Children form very strong attachments with adults and peers, showing empathy and understanding of how to interact kindly.

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

Children engage enthusiastically in learning and explore the playful, purposeful environment with confidence. In the garden, practitioners skilfully join children in activities using water, containers and pipettes, and they extend physical skills as children ride trikes and navigate balancing blocks. Indoors, children cut play dough and take part in role play. Practitioners respond thoughtfully to children's interests, encourage independence and provide high- quality interactions that consistently enhance learning. Through careful observation and assessment, they understand each child's starting points and plan high-quality experiences that build very successfully on their strengths.

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

The leader acts very proactively and intentionally to meet the diverse needs of all children, including those with special educational needs and/or disabilities or barriers to learning and wellbeing. Practitioners build strong, trusting relationships with families so they understand each child's background, experiences and needs. They celebrate children's progress with

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Address:

Felbridge Primary School 2 Crawley Down Road, Felbridge East Grinstead Surrey RH19 2NT

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Address:

Type: Childcare on non-domestic premises

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Address:

Registration date: 14/12/2017 families and share learning examples, next steps and ways to support development at home. Parents stay extremely well informed and take an active role in their child's achievements.

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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 children with special educational needs and/or disabilities and those who may face other barriers to their learning.

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About this inspection

The inspector 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. Registered person: Winter, Emma Louise

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:45 - 14:45,Friday : 08:45 - 11:45

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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

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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