The Learning Experience Weybridge

The Learning Experience Weybridge
Unique reference number (URN): 2794376
Address: 58 Church Street, Weybridge, Surrey, KT13 8DP
Type: Childcare on non-domestic premises
Registered with Ofsted: 14/06/2024
Registers: EYR, CCR
Registered person: TLE at East Finchley UK Limited
Inspection report: 10 June 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
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.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
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.

Strong standard
Children's welfare and wellbeing Strong standard
Children's welfare and wellbeing are given high priority. Staff create a nurturing and
emotionally secure environment where children develop close relationships with familiar
adults and feel safe, valued and cared for. Children confidently seek reassurance, comfort
and support when needed, demonstrating the trusting bonds they have established with
staff. As a result, children are settled, happy and ready to learn.
Staff know children very well and respond promptly to their individual needs. Babies benefit
from sensitive care routines that are tailored to their home experiences. Staff recognise
when babies are tired, hungry or in need of comfort and respond calmly and consistently.
Younger children receive reassurance through cuddles, stories, discussions on feelings and
follow familiar routines, helping them to regulate their emotions and develop a positive
sense of security.
Children are fully supported to develop healthy lifestyles and increasing independence. They
follow effective hygiene routines, and learn about oral hygiene, keeping themselves safe
and healthy eating through positive mealtime experiences. Older children pour their own
drinks, serve food and manage aspects of their personal care with growing confidence.
Staff are highly responsive to children's emotional wellbeing. They identify when children
become unsettled and adapt their approach to support them successfully. Children with
special educational needs and/or disabilities and those requiring additional emotional
support receive personalised care that enables them to participate fully in nursery life.
Consequently, children develop resilience, confidence and positive emotional wellbeing.
They feel secure in their environment and demonstrate a real sense of belonging within the
nursery community.
Inclusion Strong standard
Inclusion is a key feature of the setting. Children experience a highly inclusive environment
where every child is valued, supported and respected. Staff know children and families very
well and use this knowledge to adapt teaching, routines and resources so that all children
can access the same ambitious curriculum. This includes children with special educational
needs and/or disabilities, those who speak English as an additional language and children
who may face barriers to their learning.
Leaders and staff swiftly assess and implement targeted interventions to meet children's
changing needs. They particularly demonstrate effective practice in supporting children's
communication needs. For example, core staff receive training in British Sign Language and
this is used across the rooms. Visual communication boards, signing, repetition and picture
cue cards are also available, and staff confidently adapt interactions in the moment to
support children's language development.
Staff work effectively with external professionals, including speech and language therapists,
physiotherapists, autism specialists and teachers of the deaf. Advice from these

Expected standard
professionals is translated into detailed individual plans that staff understand and implement
consistently. All children are supported to join group activities, communicate choices through
signing and visual supports, and access the same learning experiences as their peers.
Inclusion is consistently embedded in everyday practice. Children learn to respect
differences, celebrate diversity and develop empathy through warm relationships and
carefully planned experiences. As a result, children feel safe, confident and fully part of the
nursery community.
Achievement Expected standard
Children make progress from their starting points and are developing appropriate
knowledge, skills and behaviours. They are confident, motivated learners who engage
positively in a range of experiences across the curriculum. Children develop communication
skills as staff model language, introduce new vocabulary and encourage meaningful
conversations throughout the day.
Children with special educational needs and/or disabilities achieve well from their individual
starting points because staff identify their needs quickly and adapt teaching appropriately.
Effective partnerships with families and other professionals help ensure that children receive
the support they need to participate fully in the curriculum. At times, variations in the quality
of teaching interactions mean that opportunities to deepen children's learning are sometimes
missed. In addition, the outdoor curriculum does not consistently provide the same breadth
of learning opportunities available indoors. Nevertheless, children are typically well prepared
for their next stage of learning.
Children demonstrate increasing independence in daily routines. They eagerly wash their
hands, serve food, pour drinks and make choices about their play and learning. Older
children sustain attention during activities, collaborate with their peers and use their
imagination effectively during creative and role-play experiences. They develop early
mathematical understanding through counting, comparing and problem-solving
opportunities.
Behaviour, attitudes and establishing routines Expected standard
Children demonstrate positive attitudes to learning and are generally well behaved. They
arrive happily, settle quickly into nursery routines and show confidence in exploring the
environment and engaging in activities. Children build warm and nurturing relationships with
staff helping children to feel safe, secure and ready to learn. Overall, leaders are working
closely with staff through recent team and room structure changes, focussing on embedding
the new arrangements and expectations so that children can continue to benefit from stable
relationships. Nonetheless, children seek reassurance from familiar adults when needed
and respond positively to the support and encouragement they receive.

Staff are positive role models and promote expected behaviours through clear and age-
appropriate guidance. Children learn to use 'walking feet' indoors, take turns, listen to others
and follow instructions. They respond well to reminders from staff and increasingly
understand the routines and expectations of the setting. Mealtimes and group activities are
typically organised well and provide opportunities for children to develop independence,
patience and social skills.
Children show respect for one another and are beginning to understand the impact of their
actions on others. Older children cooperate well during play and enjoy working alongside
their peers. Staff support children effectively to manage their emotions and develop self-
regulation strategies. Overall, children typically demonstrate positive behaviour and attitudes
and are developing the personal skills needed for future learning and development.
Curriculum and teaching Expected standard
The curriculum is broad and appropriately sequenced, with staff generally having a clear
understanding of what they want children to learn. Activities are planned around the
nursery's bespoke curriculum, children's interests and developmental needs, helping them
build the knowledge, skills and behaviours they need for their next stage of learning. Staff
support children's communication and language development well through conversations,
stories, songs and purposeful play experiences. Leaders have established positive
community links and staff enrich the curriculum through meaningful experiences in the local
community. For example, staff support children's understanding of the world, as they visit
local shops, parks, the church and participate in wider community events.
The quality of staff's interactions are not consistently embedded across all rooms. While
many staff recognise and extend children's learning effectively, there are occasions when
opportunities arising from children's play are not fully maximised. In addition, the outdoor
curriculum is less well developed than the indoor provision. Although children benefit from
daily physical play opportunities, staff's planning and implementation does not consistently
reflect a wider range of learning areas or fully support children who learn best outdoors.
Nonetheless, staff engage children positively in learning and support their ongoing progress.
Overall, teaching is inclusive and generally effective. Staff know children well and use
information about their starting points and next steps. Positive relationships help children
feel secure and confident to participate in activities and share their ideas. Across the
nursery, staff model language, introduce new vocabulary and encourage children to develop
independence through daily routines and self-care opportunities.
Leadership and governance Expected standard
Leaders have an accurate understanding of the nursery's strengths and areas for
development. They are committed to providing a welcoming, inclusive environment where
children are safe, happy and able to make progress from their starting points. Leaders have
established a curriculum that focuses on developing children's communication,
independence and readiness for their next stage of learning. Staff understand the curriculum
intent and generally implement it well across the nursery. While teaching is typically effective
there remains some variability in the quality of interactions and extent to which staff
maximise learning opportunities that arise through children's play. Leaders should consider

the importance of continuing this work and prioritise staff's individual professional
develoment opportunities to secure greater consistency to drive the quality of teaching to an
even high level across the setting.
Leaders and staff know their children and families well and work proactively to remove
barriers to learning and attendance. They place a clear emphasis on inclusion and ensure
that children with special educational needs and/or disabilities receive timely and
appropriate support. Effective partnerships with parents and external professionals and
specialist services, help ensure that children receive early targeted support to meet their
individual needs.
Leaders are dedicated, enthusiastic, and reflective. They maintain thorough oversight of the
nursery's day-to-day operations. They regularly review key information, including accident,
incident and attendance records. Effective monitoring helps identify any emerging patterns
or trends, enabling leaders to take prompt action where necessary. Leaders monitor the
quality of provision and use this information to inform improvement priorities. However, the
implementation of the curriculum is not equally embedded in all areas of the provision. For
example, opportunities for children to access the full breadth and ambition of the curriculum
outdoors are not as well developed as those available indoors.
Leaders have fostered a truly positive and supportive culture across the nursery. Staff report
that they feel very supported and valued. Leaders demonstrate the capacity and
commitment to secure continued improvement. As a result, children benefit from a provision
that is typically effective in supporting their learning, development and wellbeing.
Compulsory Childcare Register requirements
This setting has met the requirements of the compulsory part of the Childcare Register.
How we check if a provider meets the requirements of the Compulsory Childcare
Register
When we check if settings meet the Compulsory Childcare Register requirements, they can
have the following outcomes:
Met
Not met

What it's like to be a child at this setting
Children are happy, confident and enthusiastic learners who arrive eager to begin their day.
They are warmly welcomed by caring staff who know them well and help them feel safe,
valued and included. Children form secure attachments with their key person and seek them
out for reassurance, comfort and celebration. Children's emotional needs are understood
and supported, helping them to develop confidence, resilience and a positive sense of
belonging.
Children thrive in an environment where their individual needs, interests and backgrounds
are recognised and respected. Children access an ambitious curriculum that meets their
needs, including those with special educational needs and/or disabilities. They benefit from
the support that comes from the close working relationships between the setting, their
families and the professionals involved in their care. Adaptations such as visual aids, British
sign language, communication boards and personalised support plans enable children to
participate fully in nursery life.
Overall, children achieve well because staff have realistic expectations and support them to
develop the skills they need for their next stage of learning. Babies build strength and
coordination through tummy time, movement activities and sensory exploration. Toddlers
develop physical and communication skills through singing, action rhymes, stories and use a
variety of equipment during outdoor play. Older children play collaboratively, create
imaginative scenarios with friends and demonstrate increasing independence by serving
their own food, pouring drinks, and managing personal care routines. During an activity, they
designed and constructed their own boats, and used an increasing range of vocabulary,
including words such as 'sail, mast, sink and float'.
Children benefit from leader's positive promotion of regular attendance. Children who may
face barriers to their learning make progress from their starting points. Children learn to
cooperate, share resources, solve problems and develop friendships. They show curiosity,
imagination and sustained concentration during activities such as building boats, exploring
water and sand, role play and creative projects. As a result, all children develop the
knowledge, skills, confidence and independence they need to be ready for future learning
and success.
Next steps
Leaders should support staff to review and strengthen the organisation of the outdoor
areas so that it fully supports the development of those children who prefer to learn
outdoors.
Leaders should strengthen wider curriculum opportunities for staff's personalised
professional development and evaluate the impact on children's outcomes, to drive the
quality of teaching to an even high level.

Inspectors:
Anneliese Fox-Jones
Mandy Cooper
About this setting
Unique reference number (URN): 2794376
Address:
58 Church Street
Weybridge
Surrey
KT13 8DP
Type: Childcare on non-domestic premises
Registration date: 14/06/2024
Registered person: TLE at East Finchley UK Limited
Register(s): EYR, CCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Surrey
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 10 June 2026
About this inspection
The inspector spoke with leaders, staff, children, parents, the special educational needs
coordinator, and the designated safeguarding lead during the 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.

Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
176
Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
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.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement
The setting needs to make urgent improvements to provide the expected standard of
education and/or care.
The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
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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