VIP Preschool Limited

VIP Preschool Limited
Unique reference number (URN): 2821653
Address: VIP Pre-School, Purford Green Community Centre, Harlow, Essex, CM18 6HP
Type: Childcare on non-domestic premises
Registered with Ofsted: 06/03/2025
Registers: EYR
Registered person: VIP Preschool Limited
Inspection report: 23 July 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
Babies and children develop warm, trusting and meaningful relationships with their key
persons. Staff know children very well and respond quickly and effectively to their needs.
For example, babies are soothed to sleep with care during naptime. Children and babies
actively seek help when required. They communicate with staff, and staff listen and engage
fully. Children excitedly share their experiences with staff, who listen carefully, encouraging
and praising them. For example, when children make shapes with their sandwiches during
lunchtime, staff extend their ideas with open-ended questions about different shapes.
Children's welfare and wellbeing are consistently prioritised by leaders and staff, who have
created a welcoming, safe setting where children and babies thrive. Children have formed
strong bonds with their friends and staff, evident in their joy and laughter. Children are
encouraged to develop independence. For example, children vote for the afternoon story,
which encourages their decision-making and development of a sense of self-worth.
Babies and children are provided with healthy snacks. Personal hygiene is embedded in
daily practice, for example through handwashing before eating. Older children are
encouraged to use the toilet independently, when ready. When changing the nappies of
babies and younger children, staff exercise hygienic routines and consider children's dignity
while operating in a safe manner.
All children's emotional health is recognised and well supported. Older children are
encouraged to understand their feelings and those of others. For example, the 'emotions
mirror' allows children to look at their reflection and recognise their emotions through facial
expressions. Children are making independent, healthy choices through the well-structured
routines embedded in daily activities. For example, children exit the toilet declaring that they
have washed their hands.
Inclusion Strong standard
Leaders and those responsible for special educational needs and/or disabilities (SEND) are
passionate about inclusive practice. They ensure that all children are provided with the best
opportunities to learn. The curriculum is embedded across all areas of learning, with SEND
provision woven throughout to identify and reduce barriers to learning effectively. A secure
and well-supported environment has been created where existing and emerging needs are
quickly identified and addressed through careful observations, partnerships with
parents/carers and engagement with specialist external partners, for example speech and
language therapists, occupational therapists and educational psychologists.
Staff and those responsible for SEND demonstrate an understanding of children's needs
and adapt their approach to learning appropriately. Additional funding is accessed and used
to reduce barriers to learning. For example, leaders use funding to access SEND training,
specialist equipment, a sensory hut and one-to-one teaching to help meet children's
individual needs. Monitoring of progress for children with SEND and/or other barriers to

Expected standard
learning is robust. Practice is evolving to meet existing and emerging needs. This is
consistently evaluated to ensure that there is a high impact on learning outcomes.
Forward planning is evident, ensuring that the curriculum and teaching are adapted to meet
children's individual needs. For example, leaders ensure that a weighted jacket is available
for children who need support with emotional regulation and body awareness. Additionally,
information is shared with children's future schools to ensure they are fully prepared to
maximise children's learning experiences as soon as they join. All children with SEND
and/or other barriers to learning are rigorously tracked. Barriers to learning are
systematically and skilfully reduced.
Achievement Expected standard
Children engage in a variety of well-considered activities. They confidently and
enthusiastically move around the indoor and outdoor learning areas. The vibrant
atmosphere of the setting encourages babies and children to fully engage in carefully
crafted teaching experiences. Children are able to enhance their personal and social skills
through daily reminders, for example around using kind hands, feet and words, using
listening ears and using polite manners. Children demonstrate patience when taking turns
and enjoy sharing equipment and helping each other. For example, they encourage and
praise each other when mixing colours to create new shades.
Children with special educational needs and/or disabilities, or other barriers to learning, are
typically achieving well in all areas of learning. They receive the required support to
maximise their progress and are fully included in all activities. Timely adaptations are made
to reduce barriers to learning. Careful monitoring, assessment and recording inform next
steps. Babies and children achieve well through targeted teaching and support.
The typically high expectations from staff mean that children are suitably prepared for their
next steps of learning, especially school readiness. This is an area of strength for the
setting. Meaningful relationships with school teachers allow children to develop confidence
and emotional security for this transition.
Behaviour, attitudes and establishing routines Expected standard
Children benefit from the clear vision of the behaviour, attitudes and routines being
promoted by leaders and staff in the setting. Children and babies begin each day by
repeating their morning routine. This includes circle time and 'good morning' for babies and
the 'play-dough disco' for toddlers and pre-school children. Children are reminded of the
value of good manners, kindness, turn-taking and sharing. This is accomplished through
promoting and modelling examples of effective behaviour. For example, staff sensitively
soothe upset children, helping them to regulate their emotions and wait patiently for their
turn to enter the playhouse. Babies and children play considerately together, enjoying their
activities. They learn to negotiate between themselves and work together to achieve shared

goals. For example, when the staff sing the tidy-up song, the children work together to
gather the toys.
Staff consistently maintain high expectations for children with special educational needs
and/or disabilities (SEND). They manage adaptations effectively, reflecting each child's age,
ability and stage of development. For example, they teach safety on the high climbing
apparatus while also recognising that children's understanding of safety may vary according
to their SEND and/or other barriers to learning.
Leaders recognise the benefits to children of collaborative partnerships with families, and
recognise the importance of regular attendance and punctuality. First-day absence contact
is prioritised. Parents speak of a highly supportive staff team that regularly shares
information about children's learning and development, as well as any concerns.
Curriculum and teaching Expected standard
Children access a wide range of carefully considered activities, typically designed to
successfully enhance the learning and development of all children. Staff are calm and
demonstrate an understanding of the areas of learning. Overall, the curriculum is efficiently
implemented. Learning is carefully sequenced and considers next steps; school readiness is
an area of particular strength. Staff demonstrate clear intentions for learning outcomes, for
example through the daily 'play-dough disco', which is designed to develop fine motor skills.
Staff focus on developing communication and language through a love of stories, songs and
music. Babies enjoy circle time every morning, when songs are sung, and they are helped
with actions. Children listen attentively to a variety of books being read, clearly enjoying
group reads with actions. Mathematics is carefully woven through all teaching experiences.
For example, when babies play with the soft play, staff speak about space, mentioning
'under' and 'over'. During water colour mixing, staff speak to the pre-school children and
toddlers about quantities, for example 'full' and 'half full', 'more' and 'less'. Ambitious and
extending language is used by staff. For example, staff tell children to squeeze the pipette
carefully. However, leaders do not ensure that effective handovers take place when staff
move between age groups. As a result, staff do not consistently have the information they
need to respond immediately to children's individual learning and care needs, leading to
interruptions in learning.
Leaders have designed the extensive garden area to include various age-appropriate
learning opportunities, for example soft-play blocks for babies and toddlers, and large
climbing apparatus for pre-school children. The outdoor curriculum gives babies and
children the knowledge and skills they need for learning and development. Children and
babies develop strength, balance and agility. Staff support them well while encouraging
them to be ambitious and safe. Leaders have future plans to further develop the garden
learning area so that learning can take place there all year round.
Leadership and governance Expected standard
Leaders demonstrate a clear vision for their setting and clearly understand both their
strengths and their areas for improvement. This shared vision means that developments are
well thought through and implemented. They work hard to create a secure, happy

environment where children are at the centre of all decision-making. Regular leadership and
staff meetings ensure that the high standards of the setting are typically maintained. Staff
wellbeing is a top priority. For example, the staff room provides quality rest times during
breaks. Staff enjoy the relaxation of a massage chair, as well as dimmed lights if needed.
Leaders recognise the importance of staff wellbeing and demonstrate this by adjusting
workloads where possible.
Staff speak of feeling valued and well supported in their professional development. For
example, staff feel confident to express ideas to leaders. Staff readily suggest new
resources and also feel secure in requesting professional development courses. For
example, staff recently completed courses on autism. Parents and carers feel supported by
the setting and able to approach staff with any questions or issues.
Leaders have developed close working relationships with children and their families. Parents
speak of an open culture where information about children's development and progress is
shared regularly. Policies and procedures are embedded in the setting's practices. External
professionals are thoughtfully engaged, working together collaboratively and effectively.
Carefully thought-through inductions, when joining, ensure babies' and children's phased
sessions are successful. Leaders work regularly with school teachers to ensure that pre-
school children benefit from a smooth transition to school. However, leaders do not ensure
that robust handover arrangements are consistently in place when staff move between age
groups. As a result, staff do not always have a secure understanding of children's individual
learning, development and care needs before taking responsibility for the group.
What it's like to be a child at this setting
Children are welcomed at the door by friendly and cheerful staff. They enter the setting with
excitement and curiosity for the day ahead. Children enthusiastically greet the staff and their
friends before moving to their age-related area. They quickly settle, confidently putting their
belongings in the appropriate place and engaging with activities. During engagement, they
happily talk with staff, who show interest in how they feel and what they would like to do.
Babies demonstrate firm attachments to their key workers, readily accepting cuddles.
Children access a variety of fully inclusive activities, both indoors and outside in the
extensive garden area. They are provided with a wide variety of age-appropriate learning
opportunities which allow them to develop at their own pace, for example construction, arts
and crafts, climbing apparatus and bead threading. Children display a clear sense of
belonging and thrive in their positive interactions with staff. They readily share experiences
with their key persons and other staff, who show interest, listen and respond.

Inspector:
Louisa Smalley
About this setting
Unique reference number (URN): 2821653
Children and babies benefit from staff understanding their unique needs. Learning goals are
considerate while remaining ambitious. Leaders adapt their curriculum accordingly, offering
flexibility around children's needs, in a fun-filled environment where they flourish. Where
appropriate, younger children engage with their older peers. For example, toddlers join the
pre-school children for story time. These positive interactions extend and consolidate
learning. For example, older children help younger toddlers with difficult tasks.
Children enjoy ample opportunities to develop social skills. Turn-taking, sharing and
patience are reinforced when children play alongside and with each other. For example,
when mixing colours in water, pre-school children patiently share the pipettes while admiring
each other's work. The importance of kindness is constantly reinforced by staff. Children
demonstrate this in their friendships and how they value one another. For example, they
remind each other to say thank you for kind deeds. Children openly encourage each other,
demonstrating togetherness in joint tasks.
Next steps
Leaders should ensure that the curriculum and teaching in the toddler room are
embedded, and that teaching and interactions for this age group are effective.
Leaders should ensure that staff changes are implemented quickly and informatively, to
minimise disruption to the quality of teaching and learning.
About this inspection
The inspector spoke with the manager, leaders, practitioners, the special educational needs
coordinator and children and their parents 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.

Address:
VIP Pre-School
Purford Green Community Centre
Harlow
Essex
CM18 6HP
Type: Childcare on non-domestic premises
Registration date: 06/03/2025
Registered person: VIP Preschool Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00
Local authority: Essex
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 23 July 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
38
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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