Elm Road Pre-School

What is it like to attend this early years setting?

Children are settled and play happily in this pre-school. They make good progress across the seven areas of learning and development. This is due to leaders and staff having high expectations for all children. Children enjoy playing with dough and sand. This helps them to develop the different muscles in their hands ready for early writing skills. Other children have a great time playing in the secure outdoor area. They practise their balance and coordination as they move around on bicycles and different ride-on toys.

Children behave well in this pre-school. Staff support children to learn how to share, take turns and manage their own conflicts. Furthermore, children learn how their behaviour can impact others. Children work together as a team to make different garages with blocks for their toy cars. Staff are close by to support children when things do not go to plan. Children persist and show good levels of engagement. Children enjoy a healthy snack of fruit and yoghurt, together at the table. Staff sit with children and make the experience a sociable one. Children chat happily to staff and their friends. This supports children with their communication and language development. Children develop strong bonds with their key person. This supports their emotional well-being.

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

• Leaders have a clear curriculum intent in place. Staff plan experiences that support children to learn new skills, as well as build on what they already know and can do. They have clear next steps for each of the children in their key group. For example, children learn about how their fingerprint is unique to them. They have a go at making the pattern of their fingerprint on paper using paint. Children then explore the characteristics of their finger print with a magnifier glass. However, staff do not always consider the different ways children learn when they plan focused activities. Therefore, at times, some children lose interest quickly and move on.
• Leaders and staff support children to learn about their own cultures and the different cultures and ways of life of their friends. This supports children to learn about the diverse world around them. Furthermore, staff support children to learn about people who can help them, such as the emergency services and dentists. Children have visited the local dentist and have learned about the importance of dental hygiene. Staff support children to learn about their local community by taking trips out to meet new people. This supports children's personal, social and emotional development.
• Staff support children to make good progress in their speech and language development. Staff hold purposeful interactions with children about what they are doing in pre-school and their experiences outside of pre-school. Children hold back-and-forth conversations with staff and their friends. Staff support children to think critically and recall past events during these conversations, such as considering what transport they will go on when they go on holiday. This helps children with their growing vocabulary.
• Leaders demonstrate that they can evaluate practice and provision and identify areas for development. They have made considerable improvements to the provision and practice since their last inspection. Children receive a good quality of education and care. Consequently, children are ready for their next stage in learning.
• Leaders and staff know the children well. They work closely with parents to ensure that strategies are applied consistently between home and pre-school. This supports children's development, in particular their behaviour and speech and language skills. Leaders and staff have good partnerships with parents. They give parents verbal feedback on their child's time at pre-school at the end of each session. Leaders work closely with parents and other professionals to support the individual needs of all children.
• New staff complete induction training, which includes paediatric first aid and safeguarding. Leaders carry out regular supervision meetings with staff. During these, staff well-being is discussed. Leaders routinely check the suitability of staff to ensure that there have been no changes in their circumstances that effect their ability to work with children. Consequently, staff morale is high, and this promotes better outcomes for children.

What the setting must and should do next

The provider should:

• support staff to plan learning experiences that encourage the involvement and engagement of all children, taking into account children's different learning styles.