Maiden Erlegh Pre-School

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are happy and secure in this nurturing and friendly pre-school. Staff warmly welcome children and parents as they arrive.

They plan the curriculum by choosing learning experiences they know will interest children. For example, staff have observed that children enjoy mark making and have provided further experiences, so children can practise this skill. For instance, children delight in making shopping lists in the role-play grocery shop or staff have introduced toy dinosaurs as a playful resource to the mark-making table.

As a result, more boys have been eager to engage and are motivated to work on their penci...l control. Furthermore, many older children are beginning to build on their early writing skills and are confident to write recognisable letters.Children behave well.

They forge good friendships and initiate positive interactions with each other. They play harmoniously together, for example, as they independently organise chasing games or play with construction toys. Children understand the consistent boundaries and learn to share and take turns.

They are respectful to each other and to adults. They enjoy having visitors to the pre-school. Children confidently initiate conversations and are willing to talk about what they are doing.

Staff create an environment that invites and encourages children to play and learn, both indoors and outside. Children develop the necessary skills that are needed to be ready for the next stage in their learning, such as starting school. They are social, confident and independent learners.

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

The manager is a committed, knowledgeable and effective leader. She is also the lead for special educational needs. She works closely with parents and other professionals to enable children with special education needs and/or disabilities (SEND) to offer support, guidance and create tailored plans for children's learning and development.

The manager is aware of the registration condition, regarding the type of significant events that are required be notified to Ofsted. However, there has been an oversight of a historic change that was not notified. This was discussed with the manager, and there is no impact on children's welfare.

Staff are dedicated, enthusiastic and passionate about helping children progress. They talk confidently about where children are in their learning and development. Staff understand if children are going to get the most from the learning experiences, children need to build trusting relationships, be happy and confident.

Staff are exceptionally caring towards the children. They ensure that inclusion is at the centre of their curriculum planning. Staff place a high importance on identifying and planning for children's individual needs, including children with SEND.

Additional support is used well to help children to get the most out of their time at the pre-school. Staff deliver personalised learning. The impact of this is seen in the levels of relative progress all children make.

Staff provide a good quality of teaching overall. The learning experiences that are offered to children are interesting and generally suitably challenging for their age and stage of development. However, at times, staff ask and quickly answer questions and do tasks for children that they could do themselves.

Nonetheless, children confidently choose what they want to play with and readily lead their own play. Staff are led by the children's choices.Staff support children's speech and language development effectively, including children who speak English as an additional language.

They encourage children to develop a love of books and print in their environment. Staff engage children in conversation and use simple signing when singing familiar songs to help support children's developing vocabulary.Children benefit from stimulating outdoor experiences and are supported to learn about life in modern Britain.

Staff teach children about the similarities and differences. They help children learn about their own customs and celebrations as well as those of others. Children are developing a positive appreciation and understanding of the wider world and diversity.

Leaders implement an effective programme of supervision and support for all staff. Staff are encouraged in their professional development and attend meetings or access training so that they are able to improve their knowledge and skills. However, these processes are not fully embedded and robust enough to improve on teaching being at a consistently high level.

Parents comment on the 'highly recommended' pre-school that has 'exceeded all expectations'. They value the 'supportive and caring staff'. Parents report children have settled really well and how they have progressed well in their development.

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: help staff to consistently implement what leaders intend to further embed the curriculum and help children achieve the best possible outcomes build further on staff's professional practice to help raise the standard of teaching to the highest level.