Ermington Pre School

What is it like to attend this early years setting?

Children are very busy and content. They explore and play with the inviting and stimulating activities on offer. Children become quickly engrossed in their play. Staff expertly extend their knowledge and ideas. For example, children explore large magnetic panels. They work collaboratively to build a house. Staff suggest they could read a story together in there. Children work out how they make it big enough for them all. Children make excellent progress across all areas of the early years curriculum. This includes children with special educational needs and/or disabilities (SEND). The manager and staff implement the ambitious curriculum to support each child. They use their expert knowledge to help children build on what they already know and can do.

Children feel very safe and secure. Staff know each child incredibly well and sensitively support them. Children behave well following the routine calmly. Before lunch, children work together to tidy up the setting and then sit on the carpet for circle time. During the day, children confidently ask for resources or to go outside. Children stay focused and keep trying until they succeed. For example, children explore weight outside. They put pebbles into buckets on large scales. Staff use a spirit level to help them understand if the scales are balanced. They step back to allow children work this out independently. Children then adjust the pebbles until the spirit level is in the centre.

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

• Children develop a deep understanding of the world around them. Staff support this learning incredibly well. For example, older children share where they have travelled to. Staff show them a globe and where these countries are in relation to their pre-school. They talk about the buildings where people live in other countries and staff show them pictures of different homes on the internet. The children ask why some homes look different. Staff explain there are no bricks in some parts of those countries. They ask children how they would build homes without bricks. Children ponder this and suggest straw and mud like the 'three little pigs' in their story.
• Children use their imagination and try out their ideas. They assess the results and find solutions if things are not right. For example, four-year-olds create a bridge with crates and planks. They work safely, aware of danger. Once complete, they test and adjust it to make it more secure. Adults enthusiastically praise their effort and work. Two-year-olds create a 'soup' from different fruits and vegetables in a sensory tray. One child wants to make the pieces of fruit smaller. Staff support them to use a knife independently and how to use it safely. The child is thrilled as they can fit the pieces they have independently cut into the pot.
• Staff observe children carefully and skilfully assess them. They expertly extend children's thinking and skills, so children make rapid progress and stay engaged in their learning. Staff particularly focus on language development. They have noticed since the COVID-19 pandemic that children's language skills have developed less well. Staff model words extremely well for those children with SEND. They teach all children sign language. This is so they can communicate with each other even if they do not have the words. Children love books and stories. Staff use books to extend ideas during activities and share stories with children throughout the day.
• Staff support children to understand how to keep themselves healthy. They recently had a 'tooth fairy' visit to talk to the children about how to look after their teeth. Staff offer toothpaste and toothbrushes for children to take home. Children have many opportunities to develop their gross motor skills. For example, exploring the forest school, negotiating space, building dens, and climbing.
• The manager and staff work incredibly well together. They share the same ethos and want the best for children, especially those who are vulnerable. The manager has successfully created a team of motivated and reflective staff. They evaluate and work together to adapt and change and improve outcomes for children. The manager and staff attend regular training to find innovative ways to enhance children's learning. They enthusiastically share new ideas and plan how to include them in their practice.
• The special educational needs coordinator (SENCo) has developed excellent partnerships with other agencies. This ensures vulnerable children and those with SEND have timely and effective support to help them succeed in life. The management team has developed close relationships with all the local schools. the children transition to. This ensure that when children transition to them they are confident and secure. The management team constantly strive to improve outcomes for children. They seek advice from many different early years professionals outside the setting. They use feedback to adapt and grow.