Elham Pre School

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is inadequate

The provider does not take appropriate action to safeguard children.

This compromises their safety and welfare. At times, especially at the beginning of the day, staffing arrangements do not meet the children's needs as there are not enough staff on site. This does not adequately ensure that children are safeguarded and have their individual needs met.

Furthermore, the provider does not ensure relevant staff know how to manage concerns about a colleague's behaviour or practice, in order to keep children safe. Nonetheless, the quality of education is good. There is a clear curriculum in place which is understood b...y staff.

The curriculum is currently focused on preparing children for their school transition, while encouraging their independence and confidence. Furthermore, staff show that they know the children well and set appropriate next steps to progress their development. All children are making at least good levels of progress from their starting points.

Children behave well. They understand the rules and expectations set by staff. Children show kindness and care towards one another, enjoying the company of their peers and the staff.

Children show that they are happy. They settle quickly, and have built secure bonds with their key person, who knows them well.

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

There are weaknesses in the leadership and management of the pre-school.

The provider does not ensure that those responsible for safeguarding children have a secure knowledge of procedures. For example, managers and staff are not confident in understanding the process when there are concerns relating to a colleague. This does not provide assurance that the correct procedures would be followed to ensure the well-being and the safety of children.

There are occasions when members of staff are left on their own to care for children. The layout of the building and the location of the toilets means that children's needs cannot be adequately met in these circumstances. Furthermore, staff do not receive adequate support, coaching and training, such as through supervision sessions.

This does not promote their well-being or identify training needs to drive forward improvements.Children with special educational needs and/or disabilities (SEND) make good progress. The special educational needs coordinator has a good understanding of the process for referring children.

She works in partnerships with parents and other agencies to help bridge gaps in development. Parents of children with SEND value the support their children receive at the pre-school.Generally children are engaged in their play and learning.

There is a good range of experiences on offer which children enjoy. However, at times staff do not fully consider the opportunities available to older children. On occasion, older children tend to play with what they already know and can do, and do not consistently benefit from new challenges.

This does not help further extend their learning and development.Staff have a good relationship with parents. They are provided with daily opportunities to speak to their child's key-person and share information from home.

Furthermore, staff share achievements and next steps in learning with parents to provide continuity in learning. Staff spend time getting to know each individual family to ensure that their needs are met. This supports children's transitions to pre-school, and promotes their emotional development.

Children's physical development is supported well. Children show precision when using the bicycles and scooters. They have developed the skills needed to manoeuvre around obstacles and each other.

They enjoy the range of mark making activities on offer. Staff support children with their pencil grip. For instance, even the youngest of children show that they can hold mark-making equipment correctly to draw.

Staff are skilled at promoting children's mathematical development. For example, when children build, staff count the number of pieces children use which encourages them to do the same. Furthermore, at snack time, children show independence at selecting their own fruit and count as they place items into their bowls.

Staff support children well in their communication and language development. For example, they get down to children's levels and narrate alongside them as they play, engaging the children in back-and-forth conversations. Furthermore, children have developed a love of books.

They freely take books to the staff, who bring stories to life. Staff are skilled at using questioning techniques to get children's views and thoughts on the books they read.

Safeguarding

The arrangements for safeguarding are not effective.

There is not an open and positive culture around safeguarding that puts children's interest first.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage, the provider must: Due date ensure staffing arrangements meet the needs of all children to assure their safety 30/07/2024 put arrangements in place for effective staff supervision that promotes teamwork, sensitive discussions, professional development, and the continuous improvement of the setting 30/07/2024 ensure that all staff, including those who have a lead role in safeguarding, have a robust knowledge of how to manage and refer a concern about a child or member of staff, in line with local procedures.30/07/2024 To further improve the quality of the early years provision, the provider should: nenhance planning to identify specific learning intentions for older children, providing further challenge and building sequentially on what they already know and can do.