Young Explorers Pre-School of Weybridge

What is it like to attend this early years setting?

All children, including those who have special educational needs and/or disabilities, those who are funded and those who speak English as an additional language, make good progress in their learning.

Staff promote children's communication skills well. Staff recognise the environment is important in enabling children to listen and concentrate. They provide small groups in a quiet space to ensure that there is less distraction, enabling children who are less confident to participate. Staff are skilled at animating familiar stories, such as 'The Three Little Pigs'. Children help to build their houses from twigs, straw and blocks.

Staff provide regular opportunities for children to learn about different cultures. For instance, they create and design their own Easter cards. Some children choose to paint while others stick shiny shapes and tissue paper onto their cards for their families. Children listen to music carefully; they dance and shake their ribbons faster and slower to the different rhythms they hear.

Children's physical development is supported well through the variety of activities. They ride balance bicycles with confidence and learn to take turns on their favourite one. Children pour their drink at mealtimes, cut with scissors and make marks using pencils. Children are encouraged by staff to have a go at putting on their coats to go out to play.

What does the early years setting do well and what does it need to do better?

• The provider has made improvements to the pre-school management team since the last inspection. The newly appointed manager has completed training to extend her knowledge and understanding of management issues. This includes safer recruitment and having a clear understanding of her role as designated safeguarding lead. The deputy manager works closely with the manager. They are both positive role models for the staff team they lead, and staff feel well supported.
• The management team monitors staff practice well. Managers identify staff's skills and use them effectively. Staff are clear on their roles and responsibilities, which ensures that the sessions run smoothly. The staff team has reviewed the environment to ensure that children can choose their toys, extend their play and know where to put the toys away. The play area is adjusted for individual children to meet their needs.
• Staff have a secure knowledge and understanding of safeguarding. They understand how to keep children safe through effective monitoring and working in partnership with parents. Staff have completed 'positive touch' training, so they know how to physically move children from one place to another for their safety.
• The staff provide a varied and interesting early years curriculum. They place a strong focus on children's personal, social and emotional behaviour and their communication skills. Staff use a variety of themes throughout the year, including different cultural events and children's interests. The activities are generally well organised to support children's learning and meet their needs. However, on occasion, large-group activities are less effective.
• The staff know their children well. The key-person system is effective. Staff gather detailed information when children start to enable them to have a good idea about the child before they come to pre-school. They work in partnership with other professionals, such as the local authority inclusion officer. This ensures that they provide a suitable learning environment and have considered how they can make children feel more secure.
• Children generally behave well. They learn how to use their 'kind hands' and 'walking feet'. Staff reward children's achievements with a 'golden star', for instance when a child manages to join in some small-group work. Staff support children in feeling secure. They put in place effective procedures to manage their emotional behaviour, including lots of cuddles and reassurance. There are positive relationships between parents, children and staff, which makes children feel secure.
• There are effective partnerships with parents and other professionals. Staff work with local schools to ensure that children's transitions will be successful. Parents confirm the staff are amazing, they feel their child receives personalised care and the place is very special. Parents receive lots of useful information through newsletters, noticeboards and parent meetings.

What the setting must and should do next

The provider should:

• review the organisation of large-group activities to make them more beneficial for children's learning and ensure their needs are met.