Ecole Du Parc

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children develop strong relationships with staff and are very well settled.

Staff are nurturing, calm and friendly, which helps children feel safe in their care. Staff skilfully use both English and French to chat to children, which helps children express themselves and share their ideas. Children make friends and play well together.

Older children are keen to talk about themselves and their families as they identify which Chinese year they were born in.Children are extremely enthusiastic to join in with activities that interest them. Younger children are curious to explore everyday objects in the mud kitchen outdoors,... which helps them develop confidence in their abilities.

Older children are confident to initiate their own play and develop positive attitudes to their learning. For example, they persevere to pick up pom-poms with tweezers.Children are extremely well behaved.

They are polite and kind to each other. Staff teach them simple rules, such as using 'walking feet' and putting their toys away. Staff support children to take turns with popular resources, which helps the children learn to be patient.

Leaders and managers are ambitious for children's learning. There is a strong emphasis on personal, social and emotional development, and communication and language. Children develop the skills they need to be confident, independent and express themselves when they start school.

Staff organise trips out in the local environment, such as to the library, and plan cultural events, such as for Chinese New Year, which extend children's learning about the world around them.

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

Children's personal, social and emotional development is supported extremely well. Children learn self-help skills, such as dressing themselves.

Toddlers enjoy looking in the mirror to clean their faces after meals. Children take pride in their achievements when they manage new skills by themselves, such as putting on their coats, which helps them develop high levels of self-esteem.Children with special educational needs and/or disabilities are very well supported.

Leaders and managers liaise with other professionals to implement care plans for children and work closely with parents to understand children's needs. This means children make good progress.Children have opportunities to develop their fine motor skills through messy play activities using play dough.

They learn to use tools, such as hole punches and painting equipment, which develop their pre-writing skills.In general, staff ensure that their speaking and listening skills help children develop confidence in their own language skills. They introduce new vocabulary during playful interactions.

There are times when staff speak too quickly and do not adjust their approach to meet children's learning needs, such as asking lots of questions. However, this has been identified by leaders and is an area for development.Overall, children show high levels of self-control.

Staff use strategies to help them know what to expect during the day, such as visual timetables and sand timers. However, the organisation of some large-group activities impacts on some children's behaviour, as they lose interest. This means that children become restless and do not benefit as much as they could from the teaching.

Staff teach children to keep themselves safe. For example, they learn important hygiene routines such as wiping their nose and washing their hands. Children learn to use equipment safely, as staff remind them how to sit down on chairs and rockers to prevent accidents.

Partnership with parents is highly effective. Parents say they work as a team with the staff to settle their children and share strategies to support their development throughout, such as by supporting children's behaviour. Parents say they receive regular updates on children's progress, as well as tips on how to further learning at home.

Leaders and managers are reflective and have identified areas to progress, such as ways to create more cosy areas. Staff feel very well supported through regular training and team meetings. Staff have regular opportunities to discuss children and share their ideas for new activities at the school.

Safeguarding

The arrangements for safeguarding are effective.There is an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: continue to help staff tailor their interactions with children, to best support children's communication and language development nenhance the organisation of group activities so all children's learning needs are considered and children are able to fully benefit from the learning opportunities.