Billy & Boo Virginia Water

Billy & Boo Virginia Water

Unique reference number (URN): 2809074 Address: Virginia Water Community Association, Beechmont Avenue, Virginia Water, GU25 4EY Type: Childcare on non-domestic premises Registered with Ofsted: 12/09/2024 Registers: EYR Registered person: KLW Preschool 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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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff consistently promote high expectations for every child. They foster a culture where all children are valued. As a result, all children are highly motivated and show positive attitudes to their learning. Staff consistently provide calm, caring reassurance, resulting in exemplary behaviour throughout the setting. For example, children show kindness to others and excellent negotiation skills as they swap resources while washing their cars. They can name and express their emotions, and staff celebrate children's successes when they manage conflicts successfully. Staff quickly recognise when children encounter barriers to their learning or wellbeing and respond with timely, tailored support. For example, they offer additional strategies, such as visual aids, or sensitively support children in the cosy calming area with resources of interest.

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Behaviour, attitudes and establishing routines Strong standard

Children approach learning with enthusiasm. For example, they roll and race resources, such as hoops, and learn to take safe risks as they jump through them guided by their friends and staff. Through consistent guidance and carefully planned strategies, staff help children develop the skills needed to settle into daily routines. They give those children with special educational needs and/or disabilities the time and support they need to adapt to transitions through the day. Staff respect children's achievements and ensure they can return to their activities after their lunch for example. This creates an atmosphere of respect. Leaders work in close partnership with families to promote the importance of regular attendance, which ensures children gain the greatest benefit from their time at the setting. They respond promptly and appropriately whenever concerns arise to support children's welfare and continued engagement.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are given high priority. Nurturing relationships, predictable routines and an inclusive learning environment, ensure children feel safe, valued and secure. Staff foster secure attachments, which enables children to build positive relationships with their key person, staff and their peers. Children are encouraged to become increasingly independent in managing their own personal care needs. They confidently pour their own drinks and demonstrate growing confidence in caring for themselves as they clean up any spillages for instance. Promoting healthy lifestyles and supporting children's emotional wellbeing are embedded in the settings ethos. Staff work extremely closely with parents and carers to support healthy lunches, and engage children in active discussions about the benefits of eating healthy food.

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Children's welfare and wellbeing Strong standard

Through highly effective training, staff have the skills required to support children in recognising and communicating their emotions effectively. This helps children develop a secure understanding of their feelings and learn strategies to regulate their emotions. For example, children confidently access calming spaces, the dark den and sensory resources, where staff swiftly ensure they receive the support they need. Staff embed inclusive practice throughout the setting, ensuring that every child is valued and fully included in all aspects of learning. Parents and carers play an active role in the setting and contribute to children's experiences. For example, they visit to share cultural traditions, such as teaching cultural

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Expected standard

dances, which children participate in with great enthusiasm and enjoyment. This supports a sense of belonging at the setting.

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Inclusion Strong standard

Leaders and staff are dedicated to creating an environment where every child benefits from consistently inclusive practice. They spend quality time building trusting and secure relationships with children and their families. This ensures they feel valued right from the start. Staff carry out meticulous assessments, and working closely with specialists within the nursery closely, they closely monitor each child's development. Alongside detailed information sharing with parents and carers, this ensures that the learning priorities of children with special educational needs and/or disabilities (SEND) and those with barriers to their learning are immediately tailored to the individual needs of the child. Leaders work closely with the local authority and professionals, such as speech and language therapists involved in children's care. They make sure staff have the specific training, guidance, confidence and expertise to support children with SEND effectively.

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Inclusion Strong standard

Careful tracking enables leaders to evaluate children's development accurately and respond effectively to changing needs. The highly effective dedication of the staff team, and the continuous parentship working with parents and specialists involved in children's care, ensures strategies are adapted to help every child achieve their full potential. As a result, all children, including those with SEND and barriers to their learning make sustained progress, and develop the skills needed for the next stage of their education. Staff hold meetings with teachers and specialists within receiving schools to help ensure the transition process is smooth for both children and their families. Leaders use additional funding strategically to enhance opportunities for disadvantaged children and those children with SEND. This includes providing additional staffing to support one-to-one care and purchasing sensory resources. Leaders prioritise staff development.

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Achievement Expected standard

All children typically achieve well at the nursery and are developing the skills needed for the next stage in their education. Children with special educational needs and/or disabilities (SEND) and those who face barriers consistently receive the support their need to reach individual milestones. All children show good manners. Non-verbal children or those with speech and language delay, use gestures and touch, or confidently use visual aids to show appreciation. Children of different ages know the boundaries and expectations of the setting. They are independent and follow their routines of the setting with confidence. Children are developing the large muscles in the arms, and the small muscles in their hands and fingers. They express themselves as they paint and delight in talking about their drawing. They roll and manipulate dough into shapes, using their hands or the tools available. All children are

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Achievement Expected standard

confident communicators and can express their needs well.

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Curriculum and teaching Expected standard

The curriculum is well sequenced, and leaders ensure that it is typically taught well. Leaders and staff use assessments to check progress and to prevent children from falling behind. They successfully adapt the curriculum for those children with special educational needs and/or disabilities and those who face barriers to learning. Staff place emphasis on communication and developing relationships so that children respect their peers, talk openly about their feelings and develop positive friendships. They support children's curiosity effectively and introduce ambitious vocabulary during play that builds on children's interests of sea creatures for example. Staff encourage children to problem-solve and to talk through their ideas. However, on occasion, staff's interactions do not consistently focus on the differing age groups of children taking part in activities. This slightly hinders children's learning.

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Curriculum and teaching Expected standard

Children enjoy a rich outdoor curriculum. Staff support children's social skills and physical development effectively. For example, following children's lead, they give children encouragement to make adaptions to the obstacle course. This supports children core strength as they work together to lift and replace natural resources. Children show resilience and keep trying, while thinking about their personal safety. With support from staff, all children are motivated learners who confidently

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Leadership and governance Expected standard

Leaders demonstrate a commitment to self-evaluation, generally recognising both strengths and areas for further improvement. However, they need to continue to monitor staff practice to ensure teaching consistently reflects on the different age groups of children. Leaders identify relevant professional development opportunities that ensure staff have the knowledge, skills and confidence to reduce barriers to learning. For example, recent training has had a positive impact on staff understanding of children's behaviour and how to respond to their differing needs. Leaders work closely with staff and carefully consider their wellbeing, as well as well as their workload. Staff speak positively about the encouragement and support they receive from leaders.

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Leadership and governance Expected standard

Leaders are sensitive and supportive to the diverse needs of parents, carers and families and work closely with them to effectively promote children's regular attendance. They are proactive in building working relationships with external professionals to provide those children with special educational needs and/or disabilities and barriers to their learning with consistent support. Highly effective communication and partnerships with parents has a positive impact on children's learning, progress and wellbeing.

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

Children flourish in this highly inclusive and stimulating environment. They arrive happily, swiftly settle into routines and show they feel safe, valued and emotionally secure. Staff build warm, trusting relationships with children and families from the outset. This has a positive impact on children's wellbeing, and all children, including those with special educational needs and/or disabilities (SEND), confidently explore their environment independently or with their friends. Children thoroughly enjoy learning and engage enthusiastically in the experiences available to them. They delight in blowing and catching bubbles outside, and discover how to fill up containers with water in diverse ways. They are curious as they tip and pour, and discover how water wheels spin. Children build on their creative and social skills. They problem-solve and develop mathematical understanding as they design and create constructions alongside their friends and staff.

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

Staff create meaningful opportunities for children to investigate the local community. For example, children delight in visits to woodlands to explore nature. They enjoy outings to the pet shop and post office, which builds on their understanding of the wider world. Children look at photographs with staff and recall past experiences. They build on their literacy skills and communication naturally throughout the day. Children achieve well from their individual starting points, including children with SEND and barriers to their learning. They use visual aids assuredly and are becoming increasingly confident communicators. Through highly effective strategies that support their individual needs, children make independent choices about their play and learning.

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

Children are learning how to use resources, such as scissors safely. They are developing a growing awareness of how to regulate their emotions. Transitions and meal times provide valuable opportunities for children to develop good manners and social skills. Parents and carers value the setting's ethos and the caring approach of staff. Consequently, children attend regularly and are supported to thrive.

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Next steps

Leaders should strengthen teaching to ensure staff consistently maximise opportunities for engaging children of differing age groups in high quality interactions.

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About this inspection

The inspector spoke with the leaders, practitioners, parents and carers, 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:

Virginia Water Community Association Beechmont Avenue Virginia Water GU25 4EY

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: KLW Preschool 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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2 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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