Elmore Kindergarten - Broomhill

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children arrive with enthusiasm.

They enjoy a warm, friendly greeting by the staff and show that they feel happy and safe. Children demonstrate a strong sense of belonging as they hang up their things and settle in quickly. They choose independently from the selection of good-quality, age-appropriate resources that are planned well to meet their interests.

Younger children make paper planes together and hunt for animals in straw. Older children make bead necklaces and proudly show off their creations.Staff work well as a team and act as good role models for the children.

They have high expectations and skillfu...lly support children to follow the rules. Children behave well and show a high regard for one another. They are happy, self-assured and interact freely and enthusiastically with each other and staff.

Children enjoy making dough and talking about the birthday presents they have been given.Children develop good coordination as they participate in a range of physical activities and play with enthusiasm. For example, babies move their bodies to the rhythm of the songs at group time.

Older children sing mathematical counting songs and carry out breathing exercises to make them calm before lunch.

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

Staff continually identify what children know and can do. They understand the importance of sequential learning and have a good knowledge and understanding of the different ways that children learn.

Staff use this and children's interests to ensure that they consistently provide challenging activities. All children, including those who speak English as an additional language, develop good skills that help them to be ready for the move on to the next stage in their education.Staff use a variety of techniques that encourage children to talk and express themselves, so that their language and communication skills are enhanced throughout the day.

Older children identify what makes them happy or sad during group time. They are reassured by sensitive staff who praise them for what they have been doing during the morning.Members of the relatively new management team are supported to carry out their roles and responsibilities by the providers.

Collectively they lead a team of staff who are enthusiastic in providing good learning opportunities and experiences for children. They regularly reflect on practice to ensure that the continuous improvements made benefit children's learning. The workload and well-being of the staff are taken seriously by the management team.

Staff have opportunities for continual development to build on their current teaching skills and to support individual children.Qualified and experienced staff quickly identify and support children with developmental delay. Staff work closely with other professionals, and children receive good support in a timely manner to help them catch up with their peers.

All children, including those with special educational needs and/or disabilities, make secure progress from their starting points.Staff teach children to independently manage their personal needs and understand and adopt good hygiene practices. Children learn to manage tasks for themselves, such as putting on their coats.

Very young children are encouraged to recognise when they need a tissue for their noses. Older children set the table for lunch and serve themselves.Parents' comments are positive.

They appreciate the friendliness of the staff team and how they are supported. Parents initially provide information about what their child knows and can do. Staff and parents then continue to share information regularly.

However, not all parents are provided with as much information as possible about how they can best support their child's learning at home.Children relish making Easter cards. They eagerly talk about chicks and rabbits and write their names.

Children gain some awareness of similarities and differences in society. However, staff do not fully promote children's awareness of cultures, traditions, beliefs and families outside their own experience.

Safeguarding

The arrangements for safeguarding are effective.

Staff complete training to keep their child protection knowledge up to date. They are aware of the signs of abuse and neglect and know the local referral procedures to follow if they have a concern. Staff are aware of their duty to prevent children being drawn into situations that put them at risk.

There are effective recruitment and induction procedures in place to ensure staff's suitability to work with children. Leaders and staff ensure that the environment is clean, safe and secure for children.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nexpand the information provided to all parents about how they can support their child's learning at home, so that children make the best possible progress nextend staff practice for raising children's awareness of cultures, traditions, beliefs and families outside their own experience.