The Little Orchard Pre School

The Little Orchard Pre School

Unique reference number (URN): 2768802 Address: 80a High Street, Banstead, SM7 2NN Type: Childcare on non-domestic premises Registered with Ofsted: 21/12/2023 Registers: EYR Registered person: The Little Orchard Pre School Limited

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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

Children learn mathematical concepts such as counting and number recognition. They show great physical abilities as they dig with one-handed tools and peel the leaves of cauliflowers. This helps children to develop the muscles in their hands for later learning. Older children recall how to grow vegetables in the garden, such as carrots. They understand that plants need water and sunlight to grow. This helps them to develop an understanding of the world around them.

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Achievement Expected standard

Children with special educational needs and/or disabilities take part in planned sensory sessions. They are curious and explore the various resources. This helps them develop their concentration. Typically, children develop confidence in speaking as they take part in show and tell, talking about their special items they bring in from home. Younger children enjoy stories and singing. Occasionally, staff do not use planned strategies to extend children's language as much as they could. Overall, children are generally well prepared for the next steps in their learning.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff create a calm environment where children are settled and enjoy their learning. Staff act as positive role models and treat children with kindness and respect. As a result, children form warm and trusting relationships with staff and friends. Staff deploy themselves well as children choose from the broad range of activities. This helps them to model turn-taking and sharing when children need support.

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Behaviour, attitudes and establishing routines Expected standard

Children join in one another's games, play cooperatively and demonstrate a sense of belonging. They mostly benefit from predictable daily routines, such as getting ready for circle time and getting ready to go outside. Leaders work with parents and carers to promote the importance of regular and prompt attendance.

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Behaviour, attitudes and establishing routines Expected standard

Children with special educational needs and/or disabilities generally follow the routines well and mostly participate in group sessions. However, some children become distracted as staff do not adapt the sessions for the various needs of the children. This means that children do not get to build on what they already know and can do. Leaders work with parents to support children's behaviour. This promotes a consistent approach to children's development. From the outset, leaders promote the importance of children's regular and prompt attendance.

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Children's welfare and wellbeing Expected standard

Leaders create a calm and well-designed environment that supports children's wellbeing. They ensure that there are quiet areas for children to relax if they become a little overwhelmed. Children enjoy playing in the outside space. Staff plan ample opportunities for children to develop their large muscles outside as they build towers in the outside environment. Children have real ownership of where they play as they freely move between the inside and outside learning environments. This promotes children's choices in their play.

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Children's welfare and wellbeing Expected standard

Staff have a secure understanding of the key-person approach and how this supports children's emotional wellbeing. They are nurturing in their interactions and sensitive to children's needs. Staff quickly recognise when younger children need time to regulate their emotions. They ensure they spend time with their key children to ensure that they feel safe and secure.

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Children's welfare and wellbeing Expected standard

Staff are sensitive and support children to manage their personal needs, such as toileting. They teach young children the importance of washing their hands after playing outside and before eating. Mealtimes are calm, social occasions where staff also eat their lunch with the children. This also ensures that children remain safe. Staff promote children's manners by modelling 'please' and 'thank you', which children respond to and repeat.

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Curriculum and teaching Expected standard

Leaders have established a curriculum that is focused on building children's knowledge and skills across all areas of learning. They provide children with a wealth of experiences that build on their emerging interests and inspire their curiosity. Staff use regular observations to assess children's progress to identify what they need to learn next. Mostly, staff adapt their teaching to meet children's individual needs, including those with special educational needs and/or disabilities or children who may face barriers to their learning.

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Curriculum and teaching Expected standard

Typically, staff support children's communication and language well. Staff encourage children to vote for their favourite stories to read, and younger children pick their favourite nursery rhymes. Older children are articulate in their speech and talk confidently with their friends and staff. However, this is not consistent and, at times, not all staff interact with children to the same level during some group times and younger children's chosen play. During these times, children do not get the support needed to further develop their communication and language skills.

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Curriculum and teaching Expected standard

Staff link in opportunities for children to develop their counting throughout their play. They extend this to when children access the outdoor environment. Children laugh as they count the blocks and knock them over. Staff ensure children have daily access to develop their physical skills and further their knowledge of the benefits of healthy foods. This helps children to learn about oral health.

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Inclusion Expected standard

Leaders and staff include all children, including those who face barriers to their learning and those with special educational needs and/or disabilities. They work alongside parents and external agencies to identify appropriate support. This ensures that children typically access an inclusive learning environment. Staff use regular observation and assessments to identify children's development and learning needs effectively. They use some visual prompts to help children move from one activity to another. Staff swiftly identify children who would benefit from additional support in their learning and development. This supports children's wellbeing. Children have support plans in place that are regularly reviewed to ensure they are the right targets for each child. This helps to improve the outcomes for all children through early intervention and reduces barriers to their learning. Staff mostly use early intervention

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Inclusion Expected standard

strategies to fully support children's communication and language development. However, this is not yet fully embedded to help children make swift progress in their development.

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Inclusion Expected standard

Leaders use a graduated approach and know how to access any funding children may be eligible for and how it will be utilised to have the most impact in response to children's individual development and learning needs.

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Leadership and governance Expected standard

Leaders take the time to get to know the children and their families that attend the pre- school. They are reflective and have a clear vision for the pre-school's strengths and areas of development. Leaders and staff create a curriculum that is ambitious for all children who attend, including those with special educational needs and/or disabilities (SEND).

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Leadership and governance Expected standard

Leaders ensure that staff have time to complete their observations and assessments and monitor their workload. This supports staff's wellbeing. Safer recruitment procedures are well embedded. New staff receive a thorough induction and confirm they feel supported as they settle in to their new roles. Leaders place a focus on staff's ongoing professional development. They ensure regular supervisions help them target any areas of development and plan training for staff to complete to further their knowledge across the curriculum.

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Leadership and governance Expected standard

Leaders ensure that children who need support are swiftly identified, including those with SEND. Staff typically plan effectively for children's learning and development needs. However, strategies to support children's next steps in learning are sometimes inconsistent in children's chosen play.

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Leadership and governance Expected standard

Leaders build highly effective partnerships with parents and outside agencies. This ensures children receive the support they need and helps to secure positive outcomes for all children.

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

Children arrive at this welcoming pre-school eager to start their day. Staff gather important information from parents that helps children to settle in and feel secure. Children leave their parents with ease and quickly settle into the well-planned environment. Leaders plan a well- sequenced curriculum that promotes children's curiosity. Children play harmoniously alongside each other as they use real vegetables in the role-play area. They speak about their favourite foods, such as broccoli, and learn new names of vegetables, such as cauliflower. This helps children to learn about healthy foods and develop healthy habits for later life.

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

Children often invite staff into their chosen play. They demonstrate secure attachments with the staff, who know them well. Children learn new vocabulary such as 'stethoscope' as staff demonstrate how to use the different resources in the pretend doctor's surgery. Children hold the stethoscope to their chest and mimic the actions of the staff as they say 'boom, boom' and pretend to listen to the staff's heartbeats. They learn about different parts of their bodies and practise their emotions, such as empathy, as they care for their toy patients.

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

Staff adapt activities for children with special educational needs and/or disabilities. Children with communication needs typically receive the right support and make steady progress in their learning and development. For example, staff plan time for daily targeted interventions to support children to meet their next steps of learning.

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

Children enjoy playing outside and enthusiastically take part in activities such as planting vegetables. They confidently use a range of one-handed tools as they scoop soil into the various pots. Children engage in counting and comparing the sizes of the various vegetables, which supports their early mathematical development.

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

Leaders and staff engage meaningfully and positively with parents and actively promote children's attendance. Parents speak highly about the individualised care that meets the specific needs of their children. Families are complimentary to the staff and say that they feel very much part of their child's learning.

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Next steps

Leaders should review routines so that they are age- and stage-appropriate to support children's next steps in learning, particularly communication and language. Leaders should develop all staff's skills in consistently implementing identified strategies to further support children's learning and development, in particular for those who may face barriers to their learning.

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About this inspection

The inspector spoke with leaders, staff, children and parents 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:

Type: Childcare on non-domestic premises

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Address:

Registered person: The Little Orchard Pre School Limited

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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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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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