Manifold Pre-School

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Leaders are committed to continually improving the quality of the provision and recognise the journey of improvement the pre-school is on. They support staff to have an adequate understanding of safeguarding and identify further steps that they need to take to help improve the quality of education. Although a new curriculum has been developed, this is still in the early stages of implementation.

Currently, much of the learning that takes place is incidental. Weaknesses in the curriculum mean that staff do not consistently plan for learning effectively, and resources are not always appropriate for the age or ability of the children.... As a result, children do not make consistently good progress in their learning.

Children confidently explore their environment, outdoors and indoors, as they choose where and what to play. They happily discuss their interests with staff as they play and engage in conversation with them. However, staff do not fully understand how to sequence learning well enough to teach new skills and promote ambitious vocabulary.

For example, some staff ask questions that limit children's vocabulary.Staff value children as individuals and meet care needs well at this small, inclusive pre-school. Children have positive relationships with their key persons.

All children arrive happily and settle well. They wave goodbye to their parents and show that they feel safe and secure.

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

Leaders have begun to monitor staff's practice and support their professional development.

Following recent training, teaching has improved. However the quality of education is still inconsistent. Although leaders have developed a new curriculum, this is in the early stages.

Staff do not fully consider in what order children need to be taught certain skills. For example, staff try to teach younger children fine motor skills that they are not ready for. Children need to develop other important muscles before they learn to use their small hand muscles.

This means that some teaching and learning are insecure.Staff give children lots of praise to raise their self-esteem and confidence. However, staff do not support children's behaviour consistently.

At times, children get frustrated with each other when they want to use the same resource. Staff intervene to tell children when their behaviour is inappropriate and provide some support to help keep children safe. However, they do not explain to children why their behaviour was unacceptable or provide them with ways to manage their behaviour in the future.

Staff use regular assessments, such as the check for children aged two years, to monitor children's progress over time. They identify any emerging gaps children have in their development. However, they do not put in place suitable strategies to close these gaps.

This means that children with special educational needs and/or disabilities (SEND) do not always receive the help they need to make good progress.Partnerships with parents are a strength of this pre-school. Staff take time to get to know the needs of each child and family.

Staff keep parents well informed about their children's progress and development.The pre-school prioritises children's health. Healthy snacks and drinks are provided and children have access to fresh air and exercise.

The setting supports children to become increasingly independent. Children eagerly help staff to give out cups and plates at snack times. They competently wash their own hands and pour their own drinks.

These experiences help to support children's confidence and self-esteem.Staff are deployed effectively. This enables staff to supervise children well.

All staff complete mandatory training, such as first aid and safeguarding. They are now aware of what to look out for and how to report these concerns. Staff know how to escalate their concerns to relevant agencies to protect children's welfare.

Children develop a sense of community, which is beginning to help them value and respect their own and each other's differences. They have plenty of opportunities to go on trips in their local community, including to farms and wildlife parks.

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 meet the requirements of the early years foundation stage, the provider must: Due date implement and monitor a well-sequenced and ambitious curriculum that meets the needs of all children 31/01/2025 improve staff's understanding of behaviour management strategies so that they have a consistent approach to better support children's understanding of positive behaviour 31/01/2025 provide more consistent support for children with SEND to ensure that they receive the help that they need to make good progress in their learning and development.31/01/2025 To further improve the quality of the early years provision, the provider should: raise the quality of teaching to a consistently good level.

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