Station Road Preschool

Station Road Preschool

Unique reference number (URN): 2844624 Address: Methodist Church, 71 Station Road, Addlestone, KT15 2AR Type: Childcare on non-domestic premises Registered with Ofsted: 11/06/2025 Registers: EYR, CCR Registered person: Station Road Preschool LTD

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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 Strong standard

Children make impressive progress from their initial starting points, developing the knowledge, skills and confidence they need for future learning. New children settle with ease and make rapid progress from where they started in such a short time. All children, including those with barriers to learning are very well prepared for next stage in education.

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Achievement Strong standard

Children develop particularly well in their communication and language, independence, social skills, and physical development. Older children confidently use language to express their ideas and freely explore independently and with others. Toddlers learn new vocabulary and develop social skills as they respond to familiar songs, wait for their turn on the balance beams and engage in imaginative play with staff. All children delight in regular opportunities for outdoor play. For example, they demonstrate great core strength and aiming skills as they roll car tyres back and forth with staff. Children apply their growing mathematical knowledge meaningfully throughout the day, including when counting, comparing and problem solving at snack times.

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Achievement Strong standard

Children with special educational needs and/or disabilities and others who face barriers to learning, receive consistent and attentive support alongside ongoing adaptations. This enables them to access and benefit fully from the experiences on offer. Children show perseverance and determination as they overcome challenges and achieve to their full potential. Consequently, children flourish and make purposeful connections across their learning, which deepens their knowledge, skills and understanding.

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Behaviour, attitudes and establishing routines Strong standard

Leaders embed a harmonious and respectful culture where learning and care is prioritised. Children's behaviour is impeccable, and they demonstrate highly motivated attitudes to learning. Staff build secure attachments, act as good role models and provide clear, consistent expectations and boundaries, helping children understand how to treat others with empathy and care. This inclusive approach ensures that children who face barriers to learning, as well as those new to the setting, feel secure and supported to participate fully.

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Behaviour, attitudes and establishing routines Strong standard

Leaders ensure staff respond quickly and effectively to help children manage their feelings and behaviour. Staff use calm approaches and explicitly teach children strategies to regulate their emotions, cooperate with others and resolve difficulties before they escalate. As a result, children develop impressive social skills through collaborative play and shared experiences. They learn to listen to others, negotiate and work together successfully.

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Behaviour, attitudes and establishing routines Strong standard

Children develop high levels of confidence, independence and sustained engagement. They readily choose activities that reflect their interests, while staff respond to children's ideas with enthusiasm, further motivating them to take part. For example, children with special educational needs and/or disabilities confidently recognise and correctly name the titles of books related to different types of vehicles and find the same. Leaders proactively promote regular attendance and maintain robust procedures to monitor children's attendance and follow up concerns where necessary. Additional funding for children from disadvantaged backgrounds is used strategically, for example, to provide extra sessions, ensuring that all children have regular access to enriching experiences and can make the most of their time at the setting.

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Children's welfare and wellbeing Strong standard

Leaders place a firm emphasis on promoting children's welfare and wellbeing. From the outset, children experience warm, nurturing and responsive relationships with staff, giving them a true sense of belonging and helping them feel safe, secure and valued. Children arrive happily, including those new to the setting, who readily wave goodbye to their parents and carers. They engage enthusiastically in their chosen activities. Leaders and staff take time to understand children's home experiences, individual needs and abilities from the start. As a result, they develop a secure knowledge of every child and use this understanding to expertly adapt interactions, routines and activities, enabling all children to participate fully and continue to thrive.

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Children's welfare and wellbeing Strong standard

Leaders ensure staff respond calmly and sensitively help children manage their emotions and behaviour. Staff consistently model kindness and empathy and show genuine interest in what children say and do. Consequently, children settle with ease and develop positive relationships, including those who experience barriers to their development.

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Children's welfare and wellbeing Strong standard

Leaders work extremely closely with parents, maintaining highly effective two-way communication through a range of approaches, including daily handovers, termly meetings and an online application. For instance, leaders promote healthy lifestyles by working with parents to encourage healthy packed lunches and establish home routines that support children's wellbeing, including positive sleep arrangements and good oral hygiene practices. In addition, children who were initially reluctant to eat a variety of fruits at home, now do so with ease due to eating them at the setting. Parents recognise the highly effective connections staff form with them and their children. They report that their children feel safe and included and quickly develop confidence, social skills and communication skills after starting at the setting. This shared way of working ensures consistency in children's care and supports them to flourish and develop positive habits that contribute to their long-term

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Curriculum and teaching Strong standard

Leaders create a progressive and ambitious curriculum that reflects the distinguishing needs of the local community they serve. They ensure that staff fully understand the evolving curriculum and build securely on individual children's existing knowledge, skills and interests. Leaders ensure staff develop a comprehensive understanding of children's individual needs, interests and starting points. Staff then use these details to plan meaningful learning opportunities, such as, embedding conversations and activities related to good oral health. Teaching is consistent, with experienced staff skilfully building on children's knowledge, introducing rich vocabulary in meaningful contexts and encouraging children to make purposeful connections across all areas of learning. There is a clear focus on communication and language, as well as personal, social and emotional development. Planned opportunities enable children to develop independence,

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Curriculum and teaching Strong standard

self-regulation and positive attitudes to learning. High-quality interactions consistently extend children's thinking and deepen their learning. Staff show genuine curiosity about children's ideas and respond effectively to their evolving interests and understanding.

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Curriculum and teaching Strong standard

Staff use their accurate knowledge from assessments and observations to adapt their teaching in the moment. They build on children's ideas, provide opportunities for them to solve problems and encourage them to apply what they know. For example, during water and sand play, staff support children to develop scientific vocabulary and mathematical thinking as they count, make predictions, investigate and reach conclusions. Leaders and staff explicitly teach individual children the skills they need to progress to the next stage of learning. They adapt activities, interactions and the environment effectively to reduce barriers to learning. This includes using additional funding to provide enriching experiences that some children may not otherwise have had, such as opportunities to participate in local community events.

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Inclusion Strong standard

Leaders are highly effective at ensuring all children benefit greatly from a deeply rooted culture of inclusion, where staff get to know children very well and thoughtfully adapt the provision to meet their needs successfully. For example, staff use relevant objects as points of reference to help children at earlier stages of language development understand what is happening next. Highly knowledgeable and capable leaders support an equally passionate staff team who identify barriers to children's learning promptly and work closely with families and external professionals to establish appropriate support. As a result, children with special educational needs and/or disabilities and those with other barriers to learning are fully included and participate confidently alongside their peers.

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Inclusion Strong standard

Leaders make it a priority to understand individual family experiences, backgrounds and cultures. These are positively reflected in the resources and books available, ensuring children have equal opportunities to see their lives and wider communities represented. For example, children use photographs of global landmarks, such as the 'Burj Khalifa' as inspiration when building in the construction area. Such experiences help children feel valued, develop respect for differences and participate fully in the life of the setting.

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Inclusion Strong standard

Children from disadvantaged backgrounds and those who face other barriers to development benefit from targeted support that responds sensitively to their individual circumstances. Leaders work extremely closely with parents and carers, social care and other agencies to make flexible arrangements that maintain children's relationships, attendance and emotional security. Consequently, all children, regardless of their individual circumstances or starting points, make rapid progress and are supported to achieve their full potential.

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Leadership and governance Strong standard

Leaders demonstrate a clear, purposeful vision, alongside an accurate understanding of the provision's strengths and areas for development. Effective monitoring, evaluation and reflective practice provide leaders with a secure oversight of the needs of the local community and quality of the provision. Leaders act decisively to drive improvement, responding promptly to updated guidance and implementing changes that further enhance children's experiences, safety and wellbeing.

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Leadership and governance Strong standard

Knowledgeable leaders promote a deeply embedded culture of inclusion and continuous improvement. Robust systems identify children's vulnerabilities, monitor attendance and facilitate effective partnership working with external professionals. This ensures children and their families receive the most appropriate support. Leaders ensure staff adapt the provision effectively to meet all children's individual needs, reducing barriers to learning and development so that they continually thrive. They monitor these processes closely, ensuring that staff confidently understand and can articulate children's progress, individual needs and next steps in development.

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Leadership and governance Strong standard

Leaders highly value and invest in their staff team. Regular supervision, team meetings, safeguarding discussions and mandatory training ensure staff maintain and continually enhance their professional knowledge. Leaders provide personalised professional development that builds on staff's strengths and addresses identified areas for further development. This includes purposeful coaching and mentoring that strengthens already high-quality practice and enables staff to develop their professional skills and careers further.

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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 greeted with warmth and enthusiasm as they enter this highly nurturing and inclusive setting. Those new to the setting, impressively make secure attachments with leaders and staff, confidently seeking comfort and reassurance when needed. They receive individualised and extremely responsive support from the outset, which promotes their wellbeing and sense of belonging immensely. Children benefit greatly from robust and bespoke settling-in arrangements, where leaders gather comprehensive information about each child's family circumstances, children's interests, individual needs and any potential barriers to learning. In this way, children receive personalised care and support from the start, which effectively promotes their wellbeing and helps them to thrive. All children, including those who face barriers to development and children those new to the setting, confidently participate in arrival routines, put away their belongings and eagerly engaging in

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

the exciting activities alongside their peers and staff.

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

All children, including those from disadvantaged backgrounds and those who face other barriers to learning develop high levels of confidence, independence and increasingly effective communication skills. Children build knowledge based on what they already know through purposeful conversations and skilful and responsive teaching. They enthusiastically perform familiar songs and confidently adapt character names when singing new verses, changing their actions to match. Children encourage and motivate one another, particularly when older children support younger ones to copy them when they are unsure of routines, such as taking off and putting on their shoes. This supportive culture builds children's resilience, competence in communication and a true willingness to try something new. Children develop the important skills they need for their next stage in education. For instance, they confidently name different animals sounds they hear being played. When they

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

hear unfamiliar animal sounds, they concentrate hard, draw on previous knowledge and make thoughtful guesses. Experiences such as these, strengthen children's listening, attention and recall skills, preparing them for future early literacy development.

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

Children develop a deep awareness and respect for diversity. Children's uniqueness is regularly celebrated and the well-thought out curriculum reflects their backgrounds, cultures and experiences. Children see their own identities positively represented in the stimulating learning environment. For example, they recreate home experiences using dolls from different ethnicities. This helps children develop a positive sense of identity, belonging and respect for others.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences for those children who may face other barriers to their learning and/or wellbeing.

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Address:

Methodist Church 71 Station Road Addlestone KT15 2AR

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Station Road Preschool LTD

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 15:30

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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 leads 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

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 .

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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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