Heatherside Pre-school

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About Heatherside Pre-school

Name Heatherside Pre-school
Ofsted Inspections
Address Heatherside Community Centre, Martindale Avenue, Camberley, Surrey, GU15 1BB
Phase Childcare on Non-Domestic Premises, Sessional day care
Gender Mixed
Local Authority Surrey
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are happy when entering the pre-school and are quick to settle on arrival. New children are familiar with which room they are in and feel safe and secure.

They form secure attachments with caring and respectful staff who act as positive role models. Children are fully engaged in play and enjoy the wide range of resources available. They take pride in their achievements, supported by the continual praise that staff provide.

For example, staff help children to display their drawings on the wall.Children have access to a small outside space which is used daily. Staff extend outdoor learning opportunities by takin...g children on nature walks in the local forest, and trips to the local shop.

Children behave well and demonstrate willingness to learn. Staff are quick to enforce rules where needed, such as reminding children to talk and not shout. Children listen to instruction, and this contributes to a calm atmosphere.

Staff create an environment that supports children's interests. For example, they set up experiences for children to explore the days getting darker due to the clocks changing. They develop the activities further to encourage children's communication and language skills.

This clearly supports children with special educational needs and/or disabilities (SEND) and children who speak English as an additional language, who are making good progress. Staff focus on social interactions to support new children and to take into account the impact of the COVID-19 pandemic. They provide a free-flow snack bar which encourages children to make choices and supports independence, such as pouring their own drinks and selecting fruit.

This helps children to make strong improvements in these areas of their development and contributes to them being school-ready.

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

The staff are passionate about ensuring that all children achieve the most they are capable of. Children with SEND and/or who speak English as an additional language receive prompt and effective support.

The manager and staff work tirelessly with parents and other professionals to ensure that those children are fully supported with their development. As a result, all children make good progress from their starting points.Staff monitor children's development closely.

They plan a wide range of interesting activities to support children's individual needs and interests. The manager clearly wants all children to be school-ready on leaving the setting. However, at times, staff do not have a clear understanding of what they want children to learn from activities.

For example, staff offer a range of activities linked to children's interest in 'PAW Patrol' but are not always sure how these will move children on in their learning.Staff teach children the importance of thoroughly washing their hands before snack time. Children help themselves to a snack and drink and decide for themselves when to have them.

They tidy away after their snack and put their plate and cup on a table. Staff consistently encourage self-care and independence in readiness for school.Staff continuously talk to all children and ask questions about certain activities.

This supports the communication and language skills of children. Children with SEND and children who speak English as an additional language particularly benefit from this. Staff successfully introduce interventions to support with this, including visual cards and other techniques.

Children are very well behaved in both rooms. They respect their environment and those around them. Staff support children to understand expectations, such as walking and not running in pre-school.

Children are receptive to this and act on instruction. Consequently, the setting is a calm place to learn and develop.The manager places a strong priority on continual evaluation and improvement of the setting.

The manager and staff have regular meetings to discuss areas for development and focus. She has an open-door policy and staff feel their well-being is supported. There are many opportunities for continuing professional development.

For example, staff completed specific training to support children with speech and language delay, which has had a positive impact on their interactions with children. The manager has all staff booked on additional training in the new year to ensure that it remains up to date.Parents are extremely complimentary about the care and learning provided to their children.

They feel well informed about their children's development and that their children are always happy to come to the pre-school. Parents are regularly given feedback through an online learning journal and at drop-off and pick-up. They are particularly happy about how quickly their children have settled.


The arrangements for safeguarding are effective.Staff have a good understanding of safeguarding. They confidently know how to recognise signs of abuse in children.

They are aware of the process to report this and who to. Staff also know the procedure if they are concerned about the conduct of an adult in the setting. They know how to identify if a child is being radicalised and understand the 'Prevent' duty.

Staff know where to access further information regarding safeguarding, when required. They receive regular safeguarding and 'Prevent' duty training to keep their knowledge and understanding up to date.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: support staff to develop a greater understanding of the learning they want children to gain from activities, to focus more precisely on the areas of development for all children.

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