The Elizabeth Foundation

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is outstanding

Children thrive in this exciting, educational environment. There are high expectations for every child and children make excellent progress in their learning and development.

Children are highly motivated and keen to learn. They are proud to show staff what they know and can do. For example, children call out the names of baby animals they can remember as they find the matching toy.

Children sustain focus on activities for extended periods of time and show high levels of concentration and engagement. Children delight in making music and listening to the sounds they make. They eagerly find drum sticks to bang on ...the large drums and xylophone.

Children happily laugh as the sound gets louder and louder. Children's behaviour is excellent. They know what is expected of them and they follow the rules and boundaries well.

For example, when the sand timer is shown to the children they understand it means that they need to stop playing the drums soon. Children confidently select the high-quality resources they wish to play with. They play imaginatively, dressing up as doctors and staff talk to them about the role of a doctor.

Children work together to build a large train track, they cooperate and share resources and ideas.

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

Staff expertly develop children's listening and communication skills. They skilfully plan activities to introduce new language to children.

Children make excellent progress in their communication and language. Staff have high ambitions for children and they deliver an exceptionally well-planned curriculum.There is a well considered balance of child-led free play and adult-led teaching that complement each other extremely successfully.

For example, children are taught in small groups and introduced to new vocabulary, such as 'foal' and 'calf'. After focused teaching, children explore the main play space where there are small figures of adult and baby animals that they can link to their previous learning.The routine of the day is consistently embedded, and every moment is used as an opportunity for teaching.

For example, during snack time staff use plates to teach children colours and they talk about the food they are eating. Children know what is going to happen next and are familiar with the routine.Children's behaviour is exemplary.

Staff show children a green smiley face and praise children for their individual achievements. Children are highly motivated and independent. They confidently use cutlery to cut up their fruit at snack time and wipe their own hands and faces.

Children are incredibly well supported to progress to their next stage of education. They are taught the skills required to help prepare them. For example, children learn how to line up and wait patiently, ready to go for lunch.

The highly effective focus on building children's attention and listening skills will support children when they start school.Staff work collaboratively with other settings and wider professionals to ensure each child can reach their full potential. They use the information from other settings to focus their teaching, ensuring that any identified gaps in children's learning are narrowed.

Partnerships with parents are remarkable. Parents are included in every aspect of their child's learning. They are welcomed into the setting and are able to spend the day in the dedicated parent's room working or socialising with other families.

Parents report feeling empowered, due to the knowledge they have gained from staff on how to support their child.The passionate manager is extremely successful at reflecting and evaluating the provision. She continuously strives to develop the provision even further and works with outside agencies to assess and review the setting.

Staff report excellent support for their well-being and are proud to be a part of the team. Effective supervisions identify areas for professional development, leading to a highly skilled and motivated team.

Safeguarding

The arrangements for safeguarding are effective.

Staff and leaders have an excellent understanding of their responsibilities to safeguard children in their care. They ensure comprehensive safeguarding policies and procedures are in place. Staff know the signs to look for that may indicate a child is at risk of harm.

They are confident in their knowledge and know how to report any concerns they may have. Regular team meetings and supervision provide opportunities for staff to discuss current safeguarding issues and receive updates and training. There are robust procedures in place to ensure safer recruitment and monitor the ongoing suitability of staff.