URN EY350431 · Inspected 2026-03-09 · Published 2026-05-12 · Inspector: Sarah Richards
Spring Pre School Unique reference number (URN): EY350431 Address: St. Barnabus Church, Brinns Lane, Blackwater, CAMBERLEY, Surrey, GU17 0BT Type: Childcare on non-domestic premises Registered with Ofsted: 30/04/2007 Registers: EYR Registered person: McCormack, Jeanette Inspection report: 9 March 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 Expected standard Inclusion Strong standard Leaders and staff have an exceptional knowledge of children. Inclusive practice is firmly embedded throughout the setting, with leaders and staff working proactively to reduce barriers to learning. Key strategies include adapting activities, using visual prompts and a visual timetable to support understanding and communication, simplifying language, providing targeted support, and differentiating resources to ensure all children can participate and make progress. Staff provide targeted one-to-one support to children with special educational needs and/or disabilities (SEND) to ensure they can access learning fully and make progress alongside their peers. This support is carefully tailored to each child's individual needs, whether it is helping with communication, fine or gross motor skills, emotional regulation, or specific learning challenges. Staff work in close partnership with other professionals, including specialists and therapists, to implement targeted strategies that meet the individual needs of children with SEND. They adapt activities and resources and monitor children's progress carefully. This ensures children receive the support they need to thrive and make meaningful progress. Leaders sharply focus on ensuring that staff have the training and mentoring to provide targeted and systematic provision for children with SEND and other vulnerable learners. They have a secure understanding of the funding available and use this appropriately to further support children's development. For example, they have used funding to purchase resources to create a stimulating sensory room, supporting children's learning and engagement further. Achievement Expected standard All children, including those with special educational needs and/or disabilities (SEND) and those with gaps in their learning, make steady progress in their learning and development. Their communication and language skills develop rapidly. Children enjoy listening to stories and singing familiar songs, which typically supports the development of their attention and listening skills. Children with SEND learn Makaton signs to support their communication. Children benefit from a rich outdoor curriculum that provides frequent opportunities for exploration and play. They enjoy using the mud kitchen, making potions, and experimenting with mixing coloured water. Children excitedly notice that blue and yellow make green. This supports their creativity, curiosity and early understanding of scientific and mathematical concepts. All children are encouraged to ask for help when needed and increase their self- help skills. For example, they put on their coats and shoes and use age-appropriate cutlery to feed themselves. Children use sand timers to support sharing and turn-taking, developing their understanding of fairness and patience. The visual countdown helps them manage their own behaviour and wait appropriately, leading to positive social interactions. As a result, children make progress in regulating their emotions and cooperation skills. Behaviour, attitudes and establishing routines Expected standard Leaders have established a positive and welcoming environment. Their expectations for behaviour are clearly communicated and commonly understood. Staff take into account children's age, stage of development and individual needs when helping them follow the setting's expectations. Children respond well to consistent guidance. They demonstrate confidence, respect and positive interactions with adults and their peers. Staff support children to explore and stay engaged in their learning. For example, they help them to carefully observe daffodils and create pictures with crayons, encouraging focus, creativity and pride in their work. Leaders and staff make tailored adjustments to support children with special educational needs and/or disabilities. They adapt activities, provide additional one- to-one or small-group support and work closely with specialists to ensure every child can access learning and make progress. Staff form warm, caring and trusting relationships with children. They know children well, respond sensitively to their needs and provide consistent support. As a result, children feel safe, confident and happy to engage in activities and explore new experiences. Children are encouraged to share, take turns and work together. Staff guide them to get along and solve problems, helping them to build friendships. Leaders promote positive attendance by monitoring closely, celebrating regular attendance and supporting families to arrive on time. Children's welfare and wellbeing Expected standard Nappy changing routines are carried out respectfully, with staff ensuring children's privacy and dignity at all times. Children feel safe and comfortable. Staff use these moments to build trusting relationships and support children's wellbeing. Children learn to take appropriate risks in their play, for example when climbing, balancing or exploring the outdoor area. Staff teach children how to stay safe. For instance, they show them how to hold the handrail and go up the stairs carefully. Children develop an understanding of their health and wellbeing through daily routines and activities. Staff encourage healthy eating, regular handwashing, exercise and discussions about feelings. This helps children to learn to take care of themselves and stay active. Children who face barriers to learning receive effective support from staff. They ensure children are fully included and able to access the same experiences and opportunities as their peers. Staff prioritise positive relationships and use strategies, such as programmes to help children to regulate their feelings, to support children's emotional literacy. Children confidently communicate their feelings. They use a quiet and calm space to help regulate and manage their feelings. Children generally move smoothly between activities and respond well to routines. Lunchtime routines are well established, and staff support children in learning about healthy eating. During group times, children show interest and participate positively. However, they sometimes experience long waits during transitions because routines are not fully established. This can disrupt children's engagement and reduce opportunities for their independent learning. Curriculum and teaching Expected standard The curriculum is carefully planned to build on what children already know and can do. This helps children to develop the knowledge and skills they need to succeed in the future. Staff respond effectively to children who experience barriers to learning by adapting their teaching to meet individual needs, enabling all children to make secure progress. Although staff plan and deliver whole-group activities, they do not use these sessions effectively to engage all children. As a result, some children miss out on meaningful interactions and opportunities to extend their learning. Children make steady progress in their communication and language skills. Staff model language effectively, introduce new vocabulary and engage children in meaningful conversations. Children enjoy stories, songs and rhymes. They join in with repeated phrases and express their ideas confidently. Staff teach mathematics and early concepts well. They count steps as children climb and encourage counting during snack time, helping children to understand numbers in everyday routines. Children begin to recognise colours when staff name them in play. Physical development is a clear priority. Children develop their fine motor skills effectively through thoughtfully planned activities. For example, they demonstrate increasing control and coordination as they thread pasta onto string. This supports children's hand–eye coordination and strengthens the small muscles in their fingers and hands. Outdoors, children build larger muscle groups and coordination as they lift tyres, hammer nails and engage in physical play. Staff promote children's personal, social and emotional development by supporting them as they work together, such as to build a pirate ship, moving planks and crates. They encourage teamwork, guide problem-solving and praise positive social interactions. This helps children to develop confidence and cooperation. Leadership and governance Expected standard Since the previous inspection, leaders have taken swift action, working closely with the local authority to improve lunchtime routines. Staff now supervise children effectively and promote their safety, helping to create a secure and supportive environment. Leaders support staff well and place high importance on their wellbeing and enjoyment in their roles. For example, they conduct regular supervision sessions and wellbeing check-ins. Leaders provide opportunities for staff to access additional training linked to their interests, and place high value on families. Staff comment that it is a close-knit team with low turnover. Together, they are ambitious for all children and have a clear vision for the setting. Leaders make decisions in the best interests of all children, working in partnership with other professionals, particularly to support those children who are disadvantaged or vulnerable. They support families in practical ways, such as providing access to food banks when needed. Staff work closely with local schools to support children's smooth transition. Through shared information, visits and joint activities, children become familiar with new routines and are well prepared for the next stage of learning. Parents and carers are very positive about the setting. They comment that their children love attending. Parents particularly value the experiences children have in the exciting outdoor area, where they develop their excellent physical skills. Parents appreciate the daily discussions with staff and the regular progress meetings. Leaders, however, recognise the need to further refine their systems to provide consistent feedback to parents who are harder to reach, ensuring all families remain well informed and fully engaged in their children's learning. What it's like to be a child at this setting Staff warmly welcome children and their families at this inclusive pre-school. Children happily enter the setting and are eager to find their friends and choose what they want to play with. For instance, they show positive attitudes towards their learning as they use pipettes to transfer water between containers. Children concentrate intently as they explore cause and effect. Leaders ensure that children who need extra help get the support they require to thrive. Staff provide targeted support, such as working in small groups or one-to- one, and use resources effectively to help children develop key skills. The curriculum effectively supports children's communication. Staff model new vocabulary and encourage children to share ideas and listen to each other. This helps them become confident communicators. Staff provide a safe and secure environment, where children can seek comfort when needed. They provide children with a warm and reassuring cuddle, which helps them to settle so they feel confident to go and play. Children make superb progress in developing their social skills. They learn to share, take turns and cooperate during both planned activities and free play. For instance, children work together to build structures using blocks, crates and planks, discussing ideas and helping each other. Children communicate their thoughts clearly and listen to their peers, showing respect and understanding. Staff model positive interactions and support children in resolving minor conflicts. This helps children to manage their emotions and form friendships. Children are well prepared for the next stage of learning. Staff encourage children's independence by supporting them to manage their own self-care and daily routines. For example, children confidently dress themselves for outdoor play, put on their coats and boots and make choices about activities. They also pour their own drinks, tidy resources and take responsibility for small tasks. These experiences help children to develop confidence, self-reliance and positive attitudes to their learning, preparing them for school. Inspector: Sarah Richards About this setting Unique reference number (URN): EY350431 Address: St. Barnabus Church, Brinns Lane Blackwater CAMBERLEY Surrey GU17 0BT Type: Childcare on non-domestic premises Registration date: 30/04/2007 Registered person: McCormack, Jeanette Register(s): EYR Next steps Leaders should continue to strengthen strategies for engaging all parents and carers, particularly those who are harder to reach, to further develop consistency in children's care and learning. Leaders should continue to support staff to further embed consistent routines across the setting so that children increasingly understand expectations and confidently manage transitions throughout the day. Leaders should further develop staff's practice to ensure whole-group sessions are consistently engaging and effectively support all children's learning and participation. About this inspection The inspector spoke with children, leaders, the special educational needs coordinator, staff and parents and carers 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. Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 16:00,Friday : 08:00 - 15:00 Local authority: Hampshire Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 9 March 2026 Children numbers Age range of children at the time of inspection 2 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk. 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. This publication is available at https://reports.ofsted.gov.uk. Interested in our work? 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