Epsom Methodist Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are happy and settled in their play.

They enjoy a safe, secure and stimulating setting that supports them to build on their learning with joy. Children form secure attachments with all staff. Younger children who are new to the setting are greeted with lots of cuddles from caring staff.

Children who are older and more confident are eager to interact with one another. They enjoy close bonds and secure attachments as they laugh and have fun with their friends. Children are well behaved.

Staff have high expectations for children's learning and extend activities to challenge older children. For example, c...hildren make their own books, drawing pictures of their family and writing their names.Children learn about the wider community.

The manager organises trips for them to go on. For example, they visit the local shops and a local residential care home, where they share stories and socialise with the residents. Children develop a good sense of empathy, and they are kind and caring.

The manager uses additional funding effectively to meet the individual needs of children. All children, including those in receipt of additional funding and children who speak English as an additional language, make good progress from their starting points.

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

Staff consistently sustain good interactions with children.

They engage in conversation and model language. They explain, encourage, question and provide a narrative for what children are doing. For example, as older children play in sand, staff asks questions such as 'what size pot do you need?' and 'how many sandcastles have you made?'.

This supports children's early mathematical development. However, on occasions, staff do not structure group activities as well as possible to meet the needs and interests of individual children.The curriculum is based on what children already know and can do, and building on their interests.

For example, staff use children's interest in dinosaurs to create a 'dinosaur world'. Staff use indoor and outdoor spaces effectively, and they skilfully adapt their approach to challenge and motivate children to learn. Children are encouraged to try new activities.

For instance, they learn how to build a wall by mixing sand and water and carefully place construction bricks together. Children are well prepared for future learning.Staff provide opportunities for children to make marks in materials.

For example, children spent long periods exploring the texture of shaving foam. They enjoyed the experience of the soft foam on their hands.Staff promote children's communication and language development particularly well, for instance through singing songs, reading stories and offering opportunities for children to discuss their opinions.

Children are confident in their self-care. Staff provide children with safety knives to cut up fruit for snack time. Children learn how to use tools safely and demonstrate their independence.

Children have many opportunities to develop their physical skills. For instance, they climb and balance confidently on the climbing frame and are learning to manage their own risks. Children manoeuvre ride-on cars successfully outside.

Partnerships with parents are strong. Parents comment positively about their experiences with the pre-school and the staff who care for their children. They explain how they use the online system to exchange information about their children's learning and development at home and at the pre-school.

The manager evaluates the quality of the provision and has a commitment to developing the pre-school. For example, she has recently introduced a new planning system. The manager is well supported by her senior staff and the committee, who share her high expectations.

Staff work well as a team. They comment that they are 'well supported' and 'valued' in the pre-school. The manager has put some systems in place to monitor the quality of teaching.

However, there is scope to enhance the monitoring to help staff improve their teaching skills and the experiences they offer to younger children.

Safeguarding

The arrangements for safeguarding are effective.Staff have a good knowledge of child protection and the signs to be concerned about in relation to children's welfare.

They know how to report any child welfare concerns to the relevant professionals. Staff receive regular training to ensure their knowledge is kept up to date. The manager follows robust recruitment procedures to ensure the suitability of all staff working with children.

All staff receive a thorough induction process. All activities and visits are risk assessed to ensure children are safe.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: refine the organisation of group activities to engage and challenge all children, to help them to make the best possible progress nextend the current arrangements for coaching and the monitoring of the quality of teaching to improve the level of all staff's teaching skills.