The Horseshoe Community Pre-School

The Horseshoe Community Pre-School

Unique reference number (URN): 122744 Address: Banstead Youth Centre, The Horseshoe, Bolters Lane, Banstead, Surrey, SM7 2BQ Type: Childcare on non-domestic premises Registered with Ofsted: 17/10/1974 Registers: EYR Registered person: Horseshoe Community Playgroup Committee

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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 Expected standard

Gaps in children's learning are swiftly identified and addressed. As a result, they generally progress well from their starting points and develop an increasing readiness for the next stage of their learning. For example, children who struggle to separate from their key person demonstrate a growing ability to accept comfort and reassurance from other members of staff. Children learn to become confident communicators. They readily indicate their wants and needs, such as reaching out their arms to staff when they want a cuddle. Older children build on their range of words, such as naming different birds they recognise and discussing their experiences with their families.

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Achievement Expected standard

Children with special educational needs and/or disabilities progress well in their development. For instance, they show their increasing ability to regulate their emotions under the close supervision and support of staff. This enables children to build on their ability to modify their behaviour.

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Behaviour, attitudes and establishing routines Expected standard

Leaders establish clear age- and stage-appropriate behavioural expectations. Overall, they promote a positive and respectful culture. Staff generally implement effective strategies to help children develop an awareness of positive behaviour. Staff know children well, which enables them to anticipate when they may need enhanced support to regulate their emotions. Staff show compassion and patience as they help children modify their behaviours, such as by validating their feelings and offering them reassurance. Staff also provide children with appropriate praise, which helps them learn how they are expected to behave. Additionally, staff redirect children's focus, such as when they begin to throw the toys. Staff promptly step in and encourage them to throw the toys safely at a target.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff give children the tools they need to help them regulate their feelings. For example, they use resources that children can look at to identify how they are feeling and give them allocated areas where they can spend time when they want space to calm down. However, at times, the daily routines are not consistently well organised, which prevents children from fully demonstrating positive behaviour. This sometimes results in children showing unwanted behaviour after they have finished eating.

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Behaviour, attitudes and establishing routines Expected standard

Children show a growing ability to collaborate well in their play, such as building sandcastles together. Leaders promote good punctuality and attendance by tracking patterns, communicating with families and escalating concerns to safeguarding partners when required.

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Children's welfare and wellbeing Expected standard

Leaders and staff promote children's physical health effectively by encouraging them to develop their ability to manage tasks for themselves. This includes wiping their noses, cleaning their hands at appropriate times and pouring their own drinks. Staff also ensure that children have opportunities to engage in activities that promote their physical health, such as yoga and climbing equipment. Children readily participate in these activities, which helps them understand how to look after their bodies.

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Children's welfare and wellbeing Expected standard

Staff help children recognise and manage their emotions through modelling, speaking calmly to them and using visual supports. Children generally respond well to this support from staff and learn to name their different emotions.

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Children's welfare and wellbeing Expected standard

Leaders and staff implement care practices that typically meet children's individual needs effectively. They ensure that they gather comprehensive information from families, which enables children to settle quickly and feel secure. Staff are warm and responsive to children, which helps them build emotional security and strong attachments. However, at times, the mealtime arrangements are chaotic, which does not fully enable children to settle well at these times.

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Curriculum and teaching Expected standard

Overall, leaders have an accurate understanding of the setting's strengths and areas for improvement. They have embedded a broad curriculum that all staff know and understand well. Leaders ensure that all children, including those who do not attend full time, benefit from various learning opportunities to promote their all-round development. Staff organise the learning environment with care and consideration for children's needs, interests and next steps. This includes ensuring that children have easy access to activities that they enjoy and are familiar with, such as age-appropriate hammer boards. Children readily engage in these activities, which helps build on their physical skills.

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Curriculum and teaching Expected standard

Staff generally follow children's interests to build on their learning and development. For example, when children make sandcastles, staff encourage children to count how many they have made. Staff gently support them in saying the numbers in the correct order, which helps them develop their mathematical knowledge. Additionally, staff teach respect for living things, such as handling insects in the garden gently. However, on occasion, staff do not consistently recognise opportunities to build on children's interests in their chosen activities. At these times, children do not fully benefit from teaching that enables them to engage in purposeful learning.

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Curriculum and teaching Expected standard

Staff adapt teaching effectively for children with special educational needs and/or disabilities so that it precisely targets their age and stage of development. For example, they use single words to encourage children with delays in their speech to extend their communication skills. Staff use ongoing assessment successfully to identify what children know and can do so they can plan for children's continued learning.

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Inclusion Expected standard

Leaders and staff promptly identify children's individual needs through regular discussions with parents, observations and assessments. They respond swiftly when they notice emerging delays, and they work with parents to ensure that requests for external support are sent in a timely manner. Leaders and staff overall implement effective strategies to support children with special educational needs and/or disabilities (SEND). This includes working with parents to increase children's hours so that they benefit from a familiar structure and consistent routines. Leaders review support frequently through meetings with staff and tracking children's progress. They work closely with parents, local schools and external agencies. This enables them to ensure that children receive targeted support in their development.

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Inclusion Expected standard

Leaders provide staff with appropriate support to enable them to successfully assess and plan for children's continued learning. They ensure that those with dedicated roles to support children with SEND undertake relevant training so that they have a secure understanding of their roles and responsibilities.

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Inclusion Expected standard

Leaders accurately identify how to use additional funding so that it purposefully targets children's individual needs. This includes providing enhanced ratios so that staff can offer children more one-to-one interventions and small group activities. Additionally, they ensure that all children benefit from regular outings that increase their understanding of the world around them.

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Leadership and governance Expected standard

Since the last inspection, leaders have taken steps to bring about the required improvements. This includes ensuring that leaders and the committee understand their roles and responsibilities. They have also focused on embedding a new curriculum that is ambitious for all children. Leaders are reflective and continually evaluate the setting to identify strengths and areas for development. For example, they recognise that they have strong partnerships with parents and external agencies to provide children with consistent care and support. Leaders are now prioritising the development of 'calm' areas and their outdoor space to further enhance children's experiences at the setting.

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Leadership and governance Expected standard

Overall, leaders provide staff with effective support to enable them to carry out their roles well. For example, leaders spend time working alongside staff in the rooms, which enables them to provide coaching, mentoring and support. They encourage staff to reflect on their practice to enable them to consider how they can strengthen it further. Leaders ensure that staff undertake relevant training, such as supporting children's behaviour. Following this, they have implemented strategies that typically enable all children, including those with special educational needs and/or disabilities, to better manage their feelings.

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

Staff provide a warm and nurturing environment where children enjoy learning and explore with curiosity. Staff carefully consider children's interests and experiences to plan for their development. For example, when children discuss recent trips on public transport, staff create a 'play bus' and give children opportunities to make their own train route maps. Therefore, children confidently access activities that staff arrange for them and engage in purposeful play. Overall, they benefit from teaching that helps them progress well. For instance, staff use simple and clear language when they talk to children with limited speech. This enables children to hear the correct pronunciation of words, which helps to build on their vocabulary.

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

Staff form strong, sensitive relationships that help children feel settled, heard and included in all aspects of the day. When children feel unsettled, they are comforted and reassured by caring staff, who understand their individual needs well. This enables children to feel safe and develop a sense of belonging at the nursery. As a result, children spend time engaged in independent play, group activities, and adult-led activities, such as building towers on their own or with staff and their peers. They show a 'can-do' attitude as they persevere in their task, working out ways to reach the top when it becomes too tall.

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

Leaders and staff get to know children and their families very well, which enables them to identify how they can best support children. Attendance is monitored carefully, and leaders follow up promptly, so children maintain consistent routines. Leaders and staff consider children's individual circumstances, such as ensuring that those with limited outdoor space have plenty of opportunities to play in the garden and experience various outings. Staff plan trips to support children's understanding of their world around them. For example, they take children to the local greengrocers to buy food for their snacks, which helps them get involved in what they should eat.

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Next steps

Leaders should review and improve the organisation of mealtimes, including when children have finished eating, to better meet their needs and promote positive behaviour. Leaders should enhance staff practice to more consistently recognise opportunities to support children in their chosen activities and further build on their engagement in purposeful learning.

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About this inspection

The inspector spoke with leaders, staff, special educational needs and disabilities coordinator, 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

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Address:

Banstead Youth Centre The Horseshoe Bolters Lane Banstead Surrey SM7 2BQ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Horseshoe Community Playgroup Committee

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Address:

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

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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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1 to 4

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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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

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

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