Enriching Lives Pre-school

Enriching Lives Pre-school

Unique reference number (URN): 2810858 Address: Langley Green Community Centre, Stagelands, Crawley, RH11 7PF Type: Childcare on non-domestic premises Registered with Ofsted: 04/11/2024 Registers: EYR, CCR, VCR Registered person: Enterprise For Enriching Lives CIC

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Behaviour, attitudes and establishing routines Needs attention

Some children struggle to separate from staff to whom they have formed strong attachments. This affects their ability to settle confidently. Although children usually follow instructions, there are times when staff do not clearly explain what they are asking children to do or why. This leads to confusion and, on occasion, children becoming upset. Staff also heavily rely on leaders for guidance when they are unsure how to respond to children's behaviour. This limits their confidence in managing situations independently. Staff lack an understanding of how to adapt their approach to ensure that all children's needs are met. They use the same strategies for all children, despite their age and level of understanding. This does not support children to develop their understanding of appropriate age boundaries.

p.2

Behaviour, attitudes and establishing routines Needs attention

All children generally behave well and show positive attitudes to play. Some staff use praise and encouragement effectively, helping children understand what is expected of them. Children are supported to take turns and share. They usually play cooperatively with one another. Staff have a warm and comforting approach, and children seek help and reassurance when needed. Leaders promote attendance and punctuality. They follow up on absences, ensuring that parents understand the importance of regular attendance for their child's learning and development.

p.2

Children's welfare and wellbeing Needs attention

Inconsistencies in the implementation of safety procedures mean that risks are not always well managed. Safety risks in the garden are not always checked or removed promptly, which compromises children's safety. Despite this, children learn simple safety rules, such as walking indoors, and staff help them understand how to keep themselves safe. Healthy eating is promoted to parents, and packed lunches are generally healthy, balanced meals. Staff follow good hygiene procedures when serving food, but at times, children's meals are not prepared in a way that minimises the risk of choking.

p.2

Children's welfare and wellbeing Needs attention

Overall, children are happy, safe and settled. However, leaders recognise that the key- person system is not as effective as it could be in supporting all children's needs and building partnerships with parents, particularly those who have children with emerging needs. Staff are undertaking training to strengthen their knowledge and skills so they can support all children more effectively. Training is starting to have a positive impact on how staff observe and monitor children's progress. Sleep routines are well managed. Staff provide a safe sleeping environment and gently soothe children to sleep, helping them to feel secure and rested.

p.2

Achievement Urgent improvement

Children are not consistently prepared for their next stage in learning. Children enjoy activities that are provided for them. However, without appropriate staff support, they do not learn the skills and knowledge they need from these activities. They are left to engage in their own independent play. While children learn social skills incidentally through their interactions with other children, these skills are not developed by staff. Younger children enjoy playing with cars and being active in the garden, while older children build with magnet blocks and dress up in the role-play area. Children develop some independence skills, such as washing their hands, using the toilet and eating independently during meals. While these times of independent play and routine experiences support children to develop, staff lack an awareness of how to further extend children's learning and development during these times.

p.3

Achievement Urgent improvement

Children's stages of development are not fully recognised or planned for, and some children have not progressed as well across all areas of learning. As a result, they are not fully prepared for their next stages of learning. Leaders and staff do not consistently identify gaps in development or provide targeted support to help children make the progress they are capable of.

p.3

Curriculum and teaching Urgent improvement

The curriculum is not well sequenced to meet children's individual learning needs. All children take part in the same activities, many of which are not tailored to their stage of development. Babies are expected to join long circle times that they quickly lose interest in, while older children take part in simple messy play that does not extend their learning or build on what they already know.

p.3

Curriculum and teaching Urgent improvement

Interactions do not consistently help children to share their knowledge, develop an understanding of new concepts or extend their thinking skills. While some staff supervise children and support them to take turns and ask simple questions, this is not consistent. Children spend too long playing without the support of staff. Leaders recognise that further staff training is required to strengthen the team's understanding of how to support children's learning and development. This work has begun, but the impact is not evident in practice.

p.3

Curriculum and teaching Urgent improvement

Children enjoy a wide range of resources indoors and in the garden. They make independent choices about what to play with and use their creativity to explore. Some planned activities introduce the children to experiences they may not choose themselves, such as feeling paint on their hands and making handprints. These activities support children's sensory engagement. However, children are not consistently given the opportunity to further explore these experiences when they show interest, meaning valuable learning opportunities are missed.

p.3

Inclusion Urgent improvement

Leaders do not identify, assess or meet children's needs well enough. Staff have identified when some children have gaps in their learning and have shared some of these emerging concerns with parents. However, the provider has not considered all parents' concerns about children's development. While staff have started to monitor these children more closely, they have not yet identified the children's specific needs or implemented targeted support to help close the gaps in their learning. The lack of support that children receive has a significant impact on their learning and development. Leaders do not ensure that children are ready for their next stage in learning.

p.4

Inclusion Urgent improvement

Leaders are beginning to embed practices that will help them to identify children's differing needs. They have introduced training for staff in child development and in observing and tracking children's progress. However, these improvements are not embedded and have not improved children's outcomes.

p.4

Inclusion Urgent improvement

Leaders recognise they require further training to effectively support children with special educational needs and/or disabilities or other barriers to learning. They have plans in place to attend relevant training so they can strengthen their knowledge and improve outcomes for children. Leaders work with external professionals. They share what they know about the children and welcome the introduction of strategies that help to further children's development. However, these partnerships are not used consistently or proactively enough to ensure that all children receive the right support at the right time.

p.4

Leadership and governance Urgent improvement

Leaders lack a clear understanding of the quality of the setting and how to make improvements. They have identified some weaknesses and know what they would like the setting to achieve but have been unable to make the necessary improvements.

p.4

Leadership and governance Urgent improvement

Following a recent change in leadership, the provider is reflecting on current practice and planning to improve staff knowledge and skills. Leaders now recognise that staff training is a priority to ensure that the team has the knowledge and skills needed to support the children effectively. Plans are also in place to strengthen the leadership of the setting through training in leadership and supporting children with special educational needs and/or disabilities. This reflective approach has the potential to support the development of the setting.

p.4

Leadership and governance Urgent improvement

Leaders are now seeking guidance from outside services to access further support and training. They are also developing their partnerships with parents by providing daily feedback, sharing updates through newsletters and organising stay-and-play sessions to help families build relationships with staff. These plans are in the very early stages and are not yet embedded. While these steps are positive, leaders' workloads are not currently managed effectively, and this is impacting their wellbeing and capacity to drive the improvement required.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children's experiences are not consistently matched to their stage of development, which means some activities do not fully support their learning. Younger children are sometimes expected to join routines they find difficult to manage, while older children are not always offered experiences that extend their learning and development. At times, instructions are not clearly explained, which can lead to children feeling unsure or becoming upset. Some children rely heavily on particular staff members and find it harder to separate confidently. Although children learn safety rules, risks are not always checked thoroughly enough to ensure their safety, including at mealtimes. Not all children make the progress they need to be fully ready for their next stage in learning.

p.5

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

Despite these inconsistencies, children generally enjoy their time in the setting. They enjoy choosing from a wide range of resources and using their creativity to explore. The garden area is set up with a cosy space where children build with construction toys and relax on the cushions. There are opportunities for children to be more active riding on bikes and using push-along toys such as dolly buggies.

p.6

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

Children have made friendships and enjoy playing with or alongside their peers. They generally play cooperatively, and staff support them to do this. Children develop their independence skills. Staff work with parents to support them to introduce toileting to the children when they are ready. Younger children enjoy helping and can be seen independently handing out the water bottles to their peers. Staff build warm, caring relationships with the children. Children are comforted by staff when they are feeling unsure and receive praise and encouragement to help them feel more confident.

p.6

Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

p.6

Action Completion Date

strengthen systems for identifying and responding to gaps in children's learning and development, ensuring all staff have the training and support to help these children to make good progress 21/05/2026

p.6

Action Completion Date

provide staff with training and support to understand and implement a well-sequenced curriculum that builds on what children already know and can do 21/05/2026

p.6

Action Completion Date

support all staff to consistently use clear explanations and behaviour management strategies, so that children understand expectations, feel secure in routines and separate calmly from key staff 21/05/2026

p.6

Action Completion Date

ensure all food is prepared and served in a manner that minimises choking risks and promotes safer eating 07/05/2026

p.6

Action Completion Date

ensure that staff carry out consistent and effective risk assessments, promptly identifying and removing hazards to keep children safe 07/05/2026

p.6

Action Completion Date

ensure their own workload is managed effectively so they have the capacity, clarity and wellbeing needed to drive sustained improvement across the setting 21/05/2026

p.6

Address:

Langley Green Community Centre Stagelands Crawley RH11 7PF

p.7

Address:

Type: Childcare on non-domestic premises

p.7

Address:

Registered person: Enterprise For Enriching Lives CIC

p.7

Address:

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

p.7

Action Completion Date

improve teaching to ensure the curriculum is taught well and supports children's learning and development 21/05/2026

p.7

About this inspection

The inspector spoke with leaders, staff, the special educational needs and/or disabilities coordinator and parents during the inspection.

p.7

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.

p.7

About this inspection

We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this. Local authority: West Sussex

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.8

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.8

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.8

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.8

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 .

p.9

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 .

p.9

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.9

Urgent improvement

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

p.9