Elm Street Pre-School Community Interest Company

Inspection of Elm Street Pre-School Community Interest Company Elm Street Community Centre, Elm Street, Manchester, Greater Manchester M24 2EG

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Good Leadership and management Good Overall effectiveness at previous inspection Outstanding

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The provision is good

Staff provide children with a home-from-home experience at this intimate pre- school. Children arrive confident, happy and ready to learn due to the warm welcome they receive from the nurturing staff team. Staff have carefully considered the individual interests and needs of children in their care. This means they can provide bespoke learning experiences. For example, they go above and beyond in helping children to immerse themselves in sensory activities. This helps children to become comfortable to experiment with different textures and experience different temperatures as part of their play. Staff recognise the importance of physical play and ensure that it is a feature of the curriculum. Staff model how to use the wheeled toys outside and encourage children to have a go, even when it is tricky. They celebrate children's success when they eventually manage to pedal a tricycle, acknowledging their resilience and desire to persevere.

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The provision is good

Staff help children to settle quickly. They ensure there is lots of purposeful time spent helping them to learn through play. Consistent routines and expectations provide children with the structure they need to become more confident. Staff help children learn through demonstration and discuss the importance of turn-taking, sharing and kind hands. As a result, children are considerate of their friends in their play. Staff encourage children through activities such as manipulating dough to develop the small muscles in their hands needed for later writing. Staff introduce new words to children. For instance, they discuss the recent change in seasons. Children use this new vocabulary in their play. Telling their friends, 'I have made an acorn'.

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need to do better?

n Leaders have a precise understanding of what they want children to learn. Through accurate observation and regular assessment, children are well supported in their social and emotional development. This contributes to children's preparedness for their eventual move to school. n Staff encourage children to problem solve and verbalise their thoughts. As a result, children are curious and imaginative learners. n The environment has been carefully considered to enable children's creative play and encourage them to explore. Children demonstrate their independence as they choose the activities they take part in. At times, children thank their friends for including them in a game and invite them to take part in other imaginative play. Staff encourage children to have true respect and understanding for others. For example, older children help new starters to understand the rules and routines. n Leaders are advocates for all children, particularly those with special educational

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need to do better?

needs and/or disabilities. They work tirelessly to ensure that assessments are

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need to do better?

14 September 2023 made, funding is applied for and support for families is implemented. Within the setting, they make all reasonable adjustments to best meet children's various needs n During interactions between staff and children, language is not consistently modelled well by all staff. Leaders have not adequately supported staff, through training and development, to improve this aspect of their practice. This means that, at times, children have inconsistent learning experiences. n Staff help children celebrate what makes them unique. Activities throughout the year introduce the concepts of similarities and differences. This in turn helps children to develop mutual respect for and tolerance of cultures and communities different to their own. Children understand the importance of various components of being healthy. They eagerly role play visiting the doctor and dentist, seeing these as positive experiences. They understand why they

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need to do better?

need to wash their hands before eating, which they do independently. n Leaders make effective use of additional funding they receive for children. They use key information about children's needs to access relevant resources. For example, they invest in games to help children learn to positively regulate their emotions. This helps to quickly close any developmental gaps. n Leaders read books to children about different families and situations, such as if home circumstances change. This helps children to develop a high level of emotional intelligence. n Parents are overwhelmingly positive about the experiences the pre-school offers their children. They praise the strong key-person system and the meaningful information provided to them by staff. This helps to extend children's learning at home. Parents explain how staff provide them with books and resources to take home. Parents comment on how these interactions make them feel they have an

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need to do better?

active part in their children's journey of development.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders ensure that the safeguarding knowledge of all those working with children is maintained. Policies are up to date and well understood. This means that, should a referral be needed, information is accurate and readily accessible. Staff understand the local area and are alert to matters of prevalence that may put children at risk of harm. All staff know the children and their families well. This ensures that they are alert to any changes that may mean families require greater support. All staff ensure that the premises are thoroughly risk assessed, inside and out. This further contributes to children's safety and well-being.

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should:

14 September 2023 n strengthen the current arrangements for staff's professional development to help them deliver all aspects of the intended curriculum to the highest standards.

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Setting details

Unique reference number EY491849 Local authority Rochdale Inspection number 10289644 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

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inspection

Total number of places 32 Number of children on roll 14

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Name of registered person

Elm Street Pre-School Community Interest Company

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reference number

Telephone number 01616549655 Date of previous inspection 30 November 2017

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Information about this early years setting

Elm Street Pre-School Community Interest Company registered in 2015. The pre- school opens Monday to Friday, from 8.30am until 3pm, during term time only. There are three members of staff, two of whom hold an early years qualification at level 3. The pre-school receives funding to provide free early education for children aged two, three and four years.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want their children to learn. n Children told the inspector about their friends and what they like to do when they are at pre-school. n The inspector spoke with the nominated individual about the leadership and management of the setting. n The inspector carried out a joint observation of a group activity with the manager. n Parents shared their views of the setting with the inspector. n The manager showed the inspector documentation to demonstrate the suitability

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Inspection activities

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Inspection activities

14 September 2023 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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