PATA @ Elmbridge Under Fives

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is outstanding

Children at this setting feel safe and secure.

Staff greet them warmly when they arrive and children quickly immerse themselves in this exemplary learning environment.The curriculum is designed to include all children, including those from disadvantaged backgrounds or children with special educational needs and/or disabilities (SEND). For instance, enticing outdoor activities such as gardening not only teach children about how food grows but also develop their responsibility by caring for the plants.

Staff skilfully direct children to practise their mathematical understanding, talking about which carrots are big...gest.The setting's curriculum builds effectively on children's existing skills. Staff plan to prepare children for the next stage of education, whatever it may be, with independence skills.

For example, younger children learn to get dressed independently and wash their hands. Pre-school children learn to get changed for physical education and match their shoes. At the self-serve snack stations, children select and prepare their own food, enhancing their decision-making skills and managing their personal needs.

Parental engagement at this setting significantly strengthens community ties. Regular communication and initiatives such as the 'parent pantry' genuinely involve families. Parents join stay-and-play sessions, actively engaging in children's learning.

Staff model teaching methods, which beneficially strengthens home learning. Such wide-ranging family involvement fosters a joined-up approach to children's learning. It promotes security and belonging, vital for children's emotional well-being.

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

Staff ensure that the youngest children are highly motivated to learn. For example, during activities such as the minibeast hunt, young children explore nature and apply their learning by using magnifying glasses to observe and discuss insects closely. This hands-on approach develops children's scientific understanding and communication skills effectively at the same time.

These activities spark interest in the natural world and encourage children to learn new vocabulary and talk about their experiences.Children at the setting demonstrate excellent behaviour and attitudes to learning. The nurturing environment helps children to develop empathy for each other and builds a respectful culture.

Through role play activities, such as managing a doctor's office, children practise essential social skills, including empathy, sharing and cooperation. Staff gently guide these activities, helping children express their emotions and work together. This helps children understand different perspectives and build teamwork skills.

At this setting, staff focus on children's personal development. They encourage children to express themselves effectively through 'mirror talk,' where staff guide them to look in a mirror and explore their feelings and thoughts. This enables children to recognise and talk about their emotions.

Additionally, the sensory room provides a safe space for children to find calm and self-regulate, which supports their engagement with the broader curriculum as they settle.The setting offers excellent support for children with SEND. Staff adapt their teaching methods based on each child's progress and feedback from other professionals.

For instance, staff use specific strategies to develop attention skills in children who need this support. They also purposefully simplify language to help children who are building their communication skills. This ensures instructions and conversations are accessible to everyone.

Additionally, staff make adjustments to the physical environment to ensure all children can access learning activities. This includes rearranging rooms to accommodate children with mobility needs and setting activities at heights accessible to all children. Such inclusive practices help children with SEND to thrive.

Leadership at this setting actively adapts to meet the diverse needs of all children. Plans are underway to enhance the outdoor play area with new climbing frames and to develop new allotments in collaboration with the local school. Meanwhile, leaders have already made some adjustments.

For instance, they have installed a swing, sensory rooms both inside and outdoors and a large role play area. These improvements build children's physical and sensory development superbly.Leaders maintain a strong focus on staff development, providing impactful training sessions.

For instance, following training to help children prepare for Reception, staff strengthened ties with the local school and closely align their arrangements with the school's plans for September. They teach children to sound out their names and discuss the sounds in familiar names. Additionally, they organise visits to the school playground and events in the school hall to help children feel comfortable in their new setting.

These activities familiarise children effectively with their future school environment.

Safeguarding

The arrangements for safeguarding are effective.There is an open and positive culture around safeguarding that puts children's interests first.