The Learning Experience Weybridge

The Learning Experience Weybridge

Unique reference number (URN): 2794376 Address: 58 Church Street, Weybridge, Surrey, KT13 8DP Type: Childcare on non-domestic premises Registered with Ofsted: 14/06/2024 Registers: EYR, CCR Registered person: TLE at East Finchley UK 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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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are given high priority. Staff create a nurturing and emotionally secure environment where children develop close relationships with familiar adults and feel safe, valued and cared for. Children confidently seek reassurance, comfort and support when needed, demonstrating the trusting bonds they have established with staff. As a result, children are settled, happy and ready to learn.

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Children's welfare and wellbeing Strong standard

Staff know children very well and respond promptly to their individual needs. Babies benefit from sensitive care routines that are tailored to their home experiences. Staff recognise when babies are tired, hungry or in need of comfort and respond calmly and consistently. Younger children receive reassurance through cuddles, stories, discussions on feelings and follow familiar routines, helping them to regulate their emotions and develop a positive sense of security.

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Children's welfare and wellbeing Strong standard

Children are fully supported to develop healthy lifestyles and increasing independence. They follow effective hygiene routines, and learn about oral hygiene, keeping themselves safe and healthy eating through positive mealtime experiences. Older children pour their own drinks, serve food and manage aspects of their personal care with growing confidence.

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Children's welfare and wellbeing Strong standard

Staff are highly responsive to children's emotional wellbeing. They identify when children become unsettled and adapt their approach to support them successfully. Children with special educational needs and/or disabilities and those requiring additional emotional support receive personalised care that enables them to participate fully in nursery life. Consequently, children develop resilience, confidence and positive emotional wellbeing. They feel secure in their environment and demonstrate a real sense of belonging within the nursery community.

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Inclusion Strong standard

Inclusion is a key feature of the setting. Children experience a highly inclusive environment where every child is valued, supported and respected. Staff know children and families very well and use this knowledge to adapt teaching, routines and resources so that all children can access the same ambitious curriculum. This includes children with special educational needs and/or disabilities, those who speak English as an additional language and children who may face barriers to their learning.

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Inclusion Strong standard

Leaders and staff swiftly assess and implement targeted interventions to meet children's changing needs. They particularly demonstrate effective practice in supporting children's communication needs. For example, core staff receive training in British Sign Language and this is used across the rooms. Visual communication boards, signing, repetition and picture cue cards are also available, and staff confidently adapt interactions in the moment to support children's language development.

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Inclusion Strong standard

Staff work effectively with external professionals, including speech and language therapists, physiotherapists, autism specialists and teachers of the deaf. Advice from these

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Expected standard

professionals is translated into detailed individual plans that staff understand and implement consistently. All children are supported to join group activities, communicate choices through signing and visual supports, and access the same learning experiences as their peers.

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Expected standard

Inclusion is consistently embedded in everyday practice. Children learn to respect differences, celebrate diversity and develop empathy through warm relationships and carefully planned experiences. As a result, children feel safe, confident and fully part of the nursery community.

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Achievement Expected standard

Children make progress from their starting points and are developing appropriate knowledge, skills and behaviours. They are confident, motivated learners who engage positively in a range of experiences across the curriculum. Children develop communication skills as staff model language, introduce new vocabulary and encourage meaningful conversations throughout the day.

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Achievement Expected standard

Children with special educational needs and/or disabilities achieve well from their individual starting points because staff identify their needs quickly and adapt teaching appropriately. Effective partnerships with families and other professionals help ensure that children receive the support they need to participate fully in the curriculum. At times, variations in the quality of teaching interactions mean that opportunities to deepen children's learning are sometimes missed. In addition, the outdoor curriculum does not consistently provide the same breadth of learning opportunities available indoors. Nevertheless, children are typically well prepared for their next stage of learning.

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Achievement Expected standard

Children demonstrate increasing independence in daily routines. They eagerly wash their hands, serve food, pour drinks and make choices about their play and learning. Older children sustain attention during activities, collaborate with their peers and use their imagination effectively during creative and role-play experiences. They develop early mathematical understanding through counting, comparing and problem-solving opportunities.

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate positive attitudes to learning and are generally well behaved. They arrive happily, settle quickly into nursery routines and show confidence in exploring the environment and engaging in activities. Children build warm and nurturing relationships with staff helping children to feel safe, secure and ready to learn. Overall, leaders are working closely with staff through recent team and room structure changes, focussing on embedding the new arrangements and expectations so that children can continue to benefit from stable relationships. Nonetheless, children seek reassurance from familiar adults when needed and respond positively to the support and encouragement they receive. Staff are positive role models and promote expected behaviours through clear and age- appropriate guidance. Children learn to use 'walking feet' indoors, take turns, listen to others and follow instructions. They respond well to reminders from staff and increasingly

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Behaviour, attitudes and establishing routines Expected standard

understand the routines and expectations of the setting. Mealtimes and group activities are typically organised well and provide opportunities for children to develop independence, patience and social skills.

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Behaviour, attitudes and establishing routines Expected standard

Children show respect for one another and are beginning to understand the impact of their actions on others. Older children cooperate well during play and enjoy working alongside their peers. Staff support children effectively to manage their emotions and develop self- regulation strategies. Overall, children typically demonstrate positive behaviour and attitudes and are developing the personal skills needed for future learning and development.

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Curriculum and teaching Expected standard

The curriculum is broad and appropriately sequenced, with staff generally having a clear understanding of what they want children to learn. Activities are planned around the nursery's bespoke curriculum, children's interests and developmental needs, helping them build the knowledge, skills and behaviours they need for their next stage of learning. Staff support children's communication and language development well through conversations, stories, songs and purposeful play experiences. Leaders have established positive community links and staff enrich the curriculum through meaningful experiences in the local community. For example, staff support children's understanding of the world, as they visit local shops, parks, the church and participate in wider community events.

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Curriculum and teaching Expected standard

The quality of staff's interactions are not consistently embedded across all rooms. While many staff recognise and extend children's learning effectively, there are occasions when opportunities arising from children's play are not fully maximised. In addition, the outdoor curriculum is less well developed than the indoor provision. Although children benefit from daily physical play opportunities, staff's planning and implementation does not consistently reflect a wider range of learning areas or fully support children who learn best outdoors. Nonetheless, staff engage children positively in learning and support their ongoing progress.

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Curriculum and teaching Expected standard

Overall, teaching is inclusive and generally effective. Staff know children well and use information about their starting points and next steps. Positive relationships help children feel secure and confident to participate in activities and share their ideas. Across the nursery, staff model language, introduce new vocabulary and encourage children to develop independence through daily routines and self-care opportunities.

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Leadership and governance Expected standard

Leaders have an accurate understanding of the nursery's strengths and areas for development. They are committed to providing a welcoming, inclusive environment where children are safe, happy and able to make progress from their starting points. Leaders have established a curriculum that focuses on developing children's communication, independence and readiness for their next stage of learning. Staff understand the curriculum intent and generally implement it well across the nursery. While teaching is typically effective there remains some variability in the quality of interactions and extent to which staff maximise learning opportunities that arise through children's play. Leaders should consider the importance of continuing this work and prioritise staff's individual professional develoment opportunities to secure greater consistency to drive the quality of teaching to an even high level across the setting.

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Leadership and governance Expected standard

Leaders and staff know their children and families well and work proactively to remove barriers to learning and attendance. They place a clear emphasis on inclusion and ensure that children with special educational needs and/or disabilities receive timely and appropriate support. Effective partnerships with parents and external professionals and specialist services, help ensure that children receive early targeted support to meet their individual needs.

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Leadership and governance Expected standard

Leaders are dedicated, enthusiastic, and reflective. They maintain thorough oversight of the nursery's day-to-day operations. They regularly review key information, including accident, incident and attendance records. Effective monitoring helps identify any emerging patterns or trends, enabling leaders to take prompt action where necessary. Leaders monitor the quality of provision and use this information to inform improvement priorities. However, the implementation of the curriculum is not equally embedded in all areas of the provision. For example, opportunities for children to access the full breadth and ambition of the curriculum outdoors are not as well developed as those available indoors.

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Leadership and governance Expected standard

Leaders have fostered a truly positive and supportive culture across the nursery. Staff report that they feel very supported and valued. Leaders demonstrate the capacity and commitment to secure continued improvement. As a result, children benefit from a provision that is typically effective in supporting their learning, development and wellbeing.

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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

Children are happy, confident and enthusiastic learners who arrive eager to begin their day. They are warmly welcomed by caring staff who know them well and help them feel safe, valued and included. Children form secure attachments with their key person and seek them out for reassurance, comfort and celebration. Children's emotional needs are understood and supported, helping them to develop confidence, resilience and a positive sense of belonging.

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

Children thrive in an environment where their individual needs, interests and backgrounds are recognised and respected. Children access an ambitious curriculum that meets their needs, including those with special educational needs and/or disabilities. They benefit from the support that comes from the close working relationships between the setting, their families and the professionals involved in their care. Adaptations such as visual aids, British sign language, communication boards and personalised support plans enable children to participate fully in nursery life.

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

Overall, children achieve well because staff have realistic expectations and support them to develop the skills they need for their next stage of learning. Babies build strength and coordination through tummy time, movement activities and sensory exploration. Toddlers develop physical and communication skills through singing, action rhymes, stories and use a variety of equipment during outdoor play. Older children play collaboratively, create imaginative scenarios with friends and demonstrate increasing independence by serving their own food, pouring drinks, and managing personal care routines. During an activity, they designed and constructed their own boats, and used an increasing range of vocabulary, including words such as 'sail, mast, sink and float'.

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

Children benefit from leader's positive promotion of regular attendance. Children who may face barriers to their learning make progress from their starting points. Children learn to cooperate, share resources, solve problems and develop friendships. They show curiosity, imagination and sustained concentration during activities such as building boats, exploring water and sand, role play and creative projects. As a result, all children develop the knowledge, skills, confidence and independence they need to be ready for future learning and success.

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Next steps

Leaders should support staff to review and strengthen the organisation of the outdoor areas so that it fully supports the development of those children who prefer to learn outdoors. Leaders should strengthen wider curriculum opportunities for staff's personalised professional development and evaluate the impact on children's outcomes, to drive the quality of teaching to an even high level.

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Address:

58 Church Street Weybridge Surrey KT13 8DP

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: TLE at East Finchley UK Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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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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About this inspection

The inspector spoke with leaders, staff, children, parents, the special educational needs coordinator, and the designated safeguarding lead 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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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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